Hinchman K. A. & Sheridan-Thomas, H. K. (editors) 2014. Best Practices in Adolescent Literacy Instruction (second edition). NY: The Guilford Press, ISBN: 978-1-4625-1534-9.

This course presents theoretical and pedagogical information about teaching reading to middle and secondary school students with reading deficits. Emphasis is placed on addressing the needs of culturally and linguistically diverse students, as well as students who require differentiated instruction to successfully read content material. 3 credit hours.

This course is designed to:

1. Examine the role of the secondary content area teacher in literacy instruction for students who are culturally and/or linguistically diverse, and for students who require differentiated instruction to successfully read content material.  (MoSPE 1C5, 2C4, 3C3)

2. Explore methods and materials secondary content area teachers can use to improve the reading ability of their students. (MoSPE 1C4, 4C2, 9C20

3. Provide information about the ways societal, cultural, cognitive, psychological and physical factors affect learning to read and write for secondary students and how teachers can help mitigate the effects of these factors by examining and discussing the following topics: valuing adolescence, developing literacy strategies, developing disciplinary literacies, and addressing program and policy issues. (MoSPE 2C4, 3C2, 3C3)

4. Engage in and develop critical thinking strategies and learn ways of teaching critical thinking skills. (MoSPE 4C1)

5. Teach students to utilize instructional media as learning and teaching tools. (MoSPE 4C2)

6. Employ research skills while learning about and applying knowledge of the writing process to the writing about literacy instruction for secondary students. (MoSPE 4C1, 4C2)

7. Read, discuss and apply theory and research from professional literature to teaching practice. (MoSPE 1C1, 1C3, 4C1, 4C2)