Adolescent Literacy: Turning Promise into Practice Illustrated Edition
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About the Author
Kylene Beers, Ed.D., is a former middle school teacher who has turned her commitment to adolescent literacy and struggling readers into the major focus of her research, writing, speaking, and teaching. She is author of the best-selling When Kids Can't Read/What Teachers Can Do, co-editor (with Bob Probst and Linda Rief) of Adolescent Literacy: Turning Promise into Practice, and co-author (with Bob Probst) of Notice and Note: Strategies for Close Reading and Reading Nonfiction, Notice & Note Stances, Signposts, and Strategies all published by Heinemann. She taught in the College of Education at the University of Houston, served as Senior Reading Researcher at the Comer School Development Program at Yale University, and most recently acted as the Senior Reading Advisor to Secondary Schools for the Reading and Writing Project at Teachers College. Kylene has published numerous articles in state and national journals, served as editor of the national literacy journal, Voices from the Middle, and was the 2008-2009 President of the National Council of Teachers of English. She is an invited speaker at state, national, and international conferences and works with teachers in elementary, middle, and high schools across the US. Kylene has served as a consultant to the National Governor's Association and was the 2011 recipient of the Conference on English Leadership outstanding leader award. Kylene is now a consultant to schools, nationally and internationally, focusing on literacy improvement with her colleague and co-author, Bob Probst.
Bob Probst is the author of Response and Analysis, he is coeditor (with Kylene Beers and Linda Rief) of Adolescent Literacy: Turning Promise into Practice, and coauthor (with Kylene Beers) of Notice and Note: Strategies for Close Reading and Reading Nonfiction, Notice & Note Stances, Signposts, and Strategies all published by Heinemann. Bob has also published numerous articles, chapters, and monographs in national and international publications. Bob began his teaching career as high school English teacher and then became a supervisor of English for a large district in Maryland. He spent most of his academic career at Georgia State University where he is now Professor Emeritus of English Education. After retiring from Georgia State University, he served as a research fellow for Florida International University. Bob is now a consultant to schools, nationally and internationally, focusing on literacy improvement. He works in schools with his colleague and co-author, Kylene Beers. Bob has served as a member on the Conference on English Board of Directors, an NCTE journal columnist, a member of the national advisory board to American Reading Company, and a member of the NCTE Commission on Reading. In 2004 he was awarded the NCTE's Exemplary Leadership Award, presented by the Conference on English Leadership.
Linda Rief left the classroom (reluctantly) in June of 2019 after 40 years of teaching Language Arts with eighth graders. She misses their energy, their curiosity, and their desire to read and write. She has file folders filled with the thinking of these adolescents and will continue to share all she has learned from them through writing and speaking. She is an instructor in the University of New Hampshire's Summer Literacy Institute and a national and international presenter on issues of adolescent literacy. Her newest book is The Quickwrite Handbook: 100 Mentor Texts to Jumpstart Your Students' Thinking and Writing. She is also the author or co-editor of numerous Heinemann titles, including Read Write Teach; Inside the Writer's-Reader's Notebook; Vision and Voice; and Seeking Diversity. She is a co-editor with Kylene Beers and Robert Probst of Adolescent Literacy. For five years she co-edited with Maureen Barbieri Voices from the Middle, a journal for middle school teachers published by the National Council of Teachers of English, and for an additional ten years continued to write a column for the journal. A recipient of NCTE's Edwin A. Hoey Award for Outstanding Middle School Educator in the English Language Arts, her classroom was featured in the series "Making Meaning in Literature", produced by Maryland Public Television for Annenberg/CPB. For three years, she chaired the first Early Adolescence English/Language Arts Standards Committee of the National Board for Professional Teaching Standards. In 1988, she was the recipient of one of two Kennedy Center Fellowships for Teachers of the Arts. She spent a month at the Kennedy Center in Washington, DC, writing prose and poetry based on the Vietnam Veterans Memorial. She read her writing in performance at the Kennedy Center, a program later broadcast on NPR. Read a New York Times article that shows how Linda and Oyster River Middle School in Durham, New Hampshire responded to increased high-stakes testing pressures. Follow Linda on Twitter @LindaMRief.
- Grade Level : 5 - 12
- Item Weight : 1.62 pounds
- Paperback : 432 pages
- ISBN-10 : 0325011281
- ISBN-13 : 978-0325011288
- Product Dimensions : 7.4 x 0.88 x 9.3 inches
- Reading level : 10 - 17 years
- Publisher : Heinemann; Illustrated Edition (April 26, 2007)
- Language: : English
- Best Sellers Rank: #185,241 in Books (See Top 100 in Books)
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Our group has changed how we organize our study because of this book, too. Each week, we read a new chapter--the book is designed to be read at any point, and the team decides which chapter they want to read next-- and we apply a learning / discussion / writing strategy that we haven't used yet to the chapter. Last week it was table top discussion for "Flying Blind." This week it will be save the last word for me for "The Essence of Understanding," and the week after that, it we'll have a Socratic circle with Burke's "Teaching English Language Arts in a Flat World."
Reading a diverse collection of practicing literacy leaders has enlivened our thinking, our work, and our study. Teachers look forward to our study team, which is amazing because it's at the end of the day, toward the end of the week. They know, however, that the book's content will invite timely discussion, writing, listening, and thinking, and using the book to show teachers literacy strategies has made my work more effective, more interesting.