Engaging the disengaged: Using learning clubs to motivate struggling adolescent readers and writers

Journal of Adolescent and Adult Literacy

Volumn 52, Issue 4, 2008, Pages 284-294

  Casey, Heather K ^a  

^a RIDER UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 57849145296     PISSN: 10813004     EISSN: None     Source Type: Journal    
DOI: 10.1598/JAAL.52.4.2     Document Type: Article

References (41)

1. Allen, J., Möller, K., & Stroup, D. (2003). "Is this some kind of soap opera?": A tale of two readers across four literature discussion contexts. Reading & Writing Quarterly, 19(3), 225-251. doi:10.1080/10573560308215
2. Allington, R.L., & Johnston, P.H. (2002). Reading to learn: Lessons from exemplary fourth grade classrooms. New York: Guilford.
3. Alvermann, D.E. (2001). Reading adolescents' reading identities: Looking back to see ahead. Journal of Adolescent & Adult Literacy, 44(8). 676-690.
4. Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Boynton/Cook.
5. Beers, K. (2003). When kids can't read, what teachers can do: A guide for teachers 6-12. Portsmouth, NH: Heinemann.
6. Biancarosa, G., & Snow, C.E. (2004). Reading next-a vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
7. Blum, H.T., Lipsett, L.R., & Yocom, D.J. (2002). Literature circles: A tool for self-determination in one middle school inclusive classroom. Remedial and Special Education, 23(2), 99-108. doi:10.1177/ 074193250202300206
8. Boyd, F.B. (2002). Motivation to continue: Enhancing literacy learning for struggling readers and writers. Reading & Writing Quarterly, 18(3), 257-277. doi:10.1080/07487630290061818
9. Casey, H.K. (2007). High stakes teaching in an era of high stakes testing. The Journal of Curriculum and Instruction, 1(1), 14-30.
10. Claxton, G. (2002). Education for the learning age: A sociocultural approach to learning to learn. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education (pp. 21-33). Maiden, MA: Blackwell.
11. Daniels, H. (2002). Literature circles: Voice and choke in book clubs and reading groups (2nd ed.). Portland, ME: Stenhouse.
12. Davydov, V.V. (1999). The content and unsolved problems of activity theory. In Y. Engeström, R. Miettinen, & R.L. Punamäki-Gital (Eds.), Perspectives on activity theory (pp. 39-52). Cambridge, U.K.: Cambridge University Press.
13. Dole, J.A., Brown, K.J., & Trathen, W. (1996). The effects of strategy instruction on the comprehension performance of at-risk students. Reading Research Quarterly, 31(1), 62-88. doi:l0.l598/RRQ.3l.1.4
14. Engeström, Y., & Miettinen, R. (1999). Introduction. In Y. Engeström, R. Miettinen, & R.L. Punamäki-Gital (Eds.). Perspectives on activity theory (pp. 1-18). New York: Cambridge University Press.
15. Engeström, Y., Miettinen, R., & Punamäki-Gital R.L. (Eds.). (1999). Perspectives on activity theory. New York: Cambridge University Press.
16. Fisher, D., & Frey, N. (2007). A tale of two middle schools: The differences in structure and instruction. Journal of Adolescent & Adult Literacy. 51(3), 204-211. doi:10.1598/JAAL.51.3.1
17. Guthrie, J.T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36(1), 1-29. doi:l0.1207/sl5548430jlr3601-2
18. Guthrie, J.T., McGough, K., Bennett, L., & Rice, M.E. (1996). Concept-oriented reading instruction: An integrated curriculum to develop motivations and strategies for reading. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 165-190). Mahwah, NJ: Erlbaum.
19. Ivey, G. (1999). Reflections on teaching struggling middle school readers. Journal of Adolescent & Adult Literacy, 42(5), 372-381.
20. Jacobsen, C., Bonds, M., Medders, K., Saenz, C., Stasch, K., & Sullivan, J. (2002). An intercession model for accelerated literacy. Reading & Writing Quarterly, 18(2), 151-173. doi:10.1080/10573560252808521
21. Johnston, P.H. (2004). Choice words: How our language affects children's learning. Portland, ME: Stenhouse.
22. King, C. (2001). "I like group reading because we can share ideas": The role of talk within the literature circle. Reading, 35(1), 32-36.
23. Leont'ev, A.N. (1978). Activity, consciousness, and personality (M. Hall, Trans). Englewood Cliffs, NJ: Prentice Hall.
24. Lewis, C. (2001). Literary practices as social acts: Power, status, and cultural norms in the classroom. Mahwah, NJ: Erlbaum.
25. Long, L., MacBlain, S., & MacBlain, M. (2007). Supporting students with dyslexia at the secondary level: An emotional model of literacy. Journal of Adolescent & Adult Literacy, 51(2), 124-134. doi:10.1598/JAAL.51.2.4
26. Long, T.W., & Gove, M.K. (2003/2004). How engagement strategies and literature circles promote critical response in a fourth-grade, urban classroom. The Reading Teacher, 57(4), 350-360.
27. McKool, S.S. (2007). Factors that influence the decision to read: An investigation of fifth grade students' out-of-school reading habits. Reading Improvement, 44(3), 111-131.
28. Morrow. L.M., & Casey, H.K. (2003). A comparison of exemplary characteristics in 1st and 4th grade teachers. The California Reader, 36(3), 5-17.
29. Ranker, J. (2008). Making meaning on the screen: Digital video production about the Dominican Republic. Journal of Adolescent & Adult Literacy, 51(5), 410-422. doi:10.1598/JAAL.51.5.4
30. Rowsell, J., & Pahl, K. (2007). Sedimented identities in texts: Instances ot practice. Reading Research Quarterly, 42(3), 388-405. doi:10.1598/RRQ.42.3.3
31. Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed.). New York: Teachers College Press.
32. Smith, F. (1988). Joining the literacy club: Further essays into education. Portsmouth, NH: Heinemann.
33. Stein, D., & Breed, P. (2004). Bridging the gap between fiction and nonfiction in the literature circle setting. The Reading Teacher, 57(6), 510-519.
34. Street, B. (Ed.). (2005). Literacies across educational contexts: Mediating learning and teaching. Philadelphia: Caslon.
35. Tovani, C. (2000). I read it, but I don't get it: Comprehension strategies Jor adolescent readers. Portland, ME: Stenhouse.
36. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press.
37. Vygotsky, L.S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original work published 1934)
38. Wells, G., & Claxton, G. (2002). Introduction: Sociocultural perspectives on the future of education. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century (pp. 1-17). Maiden, MA: Blackwell.
39. O'Neill, M. (1994). Feelings about words. In Prentice Hall literature bronze (p. 486). Englewood Cliffs, NJ: Prentice Hall.
40. Taylor, M.D. (1976). Roll of thunder, hear my cry. New York: Puffin.
41. Taylor, M.D. (1992). Road to Memphis. New York: Puffin.