Tackling Tough Texts

Sarah M. Lupo, PhD, is Associate Professor of Literacy Education in the Middle, Secondary, and Mathematics Education Department in the College of Education at James Madison University. She has worked in education since the early 2000s, including as an ESL teacher, English teacher, reading specialist, and literacy coach in Washington, D.C.; Arizona; Virginia; and even Istanbul, Turkey. Dr. Lupo has published over 20 articles and chapters in leading education journals. Her work strives to position all learners as capable and bringing cultural and linguistic assets to the reading experience, while putting theory into practice to find ways teachers can improve text learning in grades K-12. Dan Reynolds, PhD, is Associate Professor in the Department of Education at John Carroll University. Previously he taught high school English and reading at public and Catholic high schools in Louisiana, Texas, Tennessee, and Ohio. His research has been published in leading journals of education. Dr. Reynolds works in all areas of translational science in adolescent literacy--conducting primary empirical research studies, crafting policy recommendations, working with districts and teachers, and working directly with high school students. His particular research interests include scaffolding students’ reading of complex texts and reading intervention for high school students. Christine Hardigree, PhD, is Associate Professor in the Education Department at Iona University. She studies literacy education for linguistically diverse adolescents. Dr. Hardigree’s work can be found in several peer-reviewed journals as well as practitioner-oriented texts.

1. What Is Comprehension and What Should Teachers Know about It?
2. What Makes Texts Tough?
3. What Do Adolescents Bring to Texts?
4. Why Should Students Read?
5. What Should Students Read?
6. How Can Teachers Scaffold Dense Texts?
7. How Can Teachers Scaffold Knowledge Demands?
8. How Can Teachers Scaffold Text Structure Challenges?
9. How Can Teachers Scaffold Challenging Vocabulary and Language?
10. How Can Teachers Scaffold Word Reading?
11. From Planning to Implementation: What Does Scaffolding in Action Look Like?
Literature Cited
References
Index