Adolescent Literacy in the Era of the Common Core

Adolescent Literacy in the Era of the Common Core From Research into Practice

Edited by Jacy Ippolito, Joshua Fahey Lawrence, and Colleen Zaller
Pub. Date: September 2013
ISBN-13: 978-1-61250-606-7
paper, 304 Pages
Pub. Date: September 2013
ISBN-13: 978-1-61250-604-3
Price: $34.00

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Adolescent Literacy in the Era of the Common Core provides school leaders, teachers, and others with strategies and best practices for advancing adolescent literacy in the classroom.


This must-read volume is packed with new and useful ideas for educators working to promote adolescent literacy. Six essential and critical domains are discussed, providing instructional examples and frameworks for classroom use. This is the right book at the right time, describing instruction aligned with the Common Core State Standards. — Rita M. Bean, professor emerita, University of Pittsburgh

A must-read for middle and high school content teachers, instructional/literacy coaches, and administrators. This book quickly brings newcomers up-to-date and both affirms and builds upon what others already know. Teachers and administrators alike will leave the book fully prepared for implementation of the Common Core State Standards and new technologies. This is a resource that won’t just sit on a shelf! — Nancy L. Shanklin, literacy, language, and culturally responsive teaching program, School of Education and Human Development, University of Colorado Denver

The editors present research and practice that address six essential domains of adolescent literacy instruction. Readers will find instructional strategies that they can ‘do now,’ as well as guiding principles for ongoing professional development. — Pamela A. Mason, director, Language and Literacy Program and Jeanne Chall Reading Lab, Harvard Graduate School of Education

This book is recommended for educators who are already familiar with the common core but who are looking to hone their practices and situate them within educational theory. — M.B. Hopkins, CHOICE

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About the Editors

Jacy Ippolito is an Assistant Professor in the School of Education at Salem State University, Salem, Massachusetts. His research and teaching focus on the intersection of adolescent literacy, literacy coaching, school reform, and teacher leadership. Since completing his doctorate in education at the Harvard Graduate School of Education (HGSE), Ippolito has taught courses at Salem State and HGSE, and he continues to consult in Boston-area K–12 schools as a licensed reading specialist and literacy coach. Ippolito’s writing has appeared most recently in the books Adolescent Literacy (2012), Best Practices of Literacy Leaders (2012), and Essential Questions in Adolescent Literacy (2009), as well as in journals and online publications such as The Elementary School Journal (2010), Texas A&M Corpus Christi’s CEDER Yearbook (2010), the Literacy Coaching Clearinghouse (2009), the Massachusetts Reading Association’s Primer (2009; 2005), the Harvard Educational Review’s Special Issue on Adolescent Literacy (2008), and the International Reading Association’s Standards for Middle and High School Literacy Coaches (2006). After earning his master’s degree in education from HGSE, Ippolito taught in the Cambridge Public Schools for over seven years. He also holds a bachelor’s degree in English and psychology from the University of Delaware’s Honors Program.

Joshua Fahey Lawrence is an Assistant Professor of Language, Literacy and Technology in the Department of Education, University of California, Irvine. His research focuses on creating and testing interventions and teaching methods to improve adolescent literacy outcomes and understanding L1 and L2 language and literacy development. Lawrence’s experience as a Boston Public School teacher has motivated his interest in children’s language and literacy development. After receiving his doctorate at Boston University, Lawrence completed a postdoctoral fellowship at the Harvard Graduate School of Education under the advisement of Catherine Snow. During that time, he worked on a quasi-experimental study of the Word Generation program in Boston schools. The first paper from this study demonstrated that language-minority learners benefited more from program participation than English monolinguals did (published in the Journal of Research on Educational Effectiveness). A follow-up study suggested differential impacts for proficient and limited-proficiency language-minority students, and that improvement from program participation was sustained a year after the end of the program (in Bilingualism: Language and Cognition). More recently, Lawrence has been working on a randomized trial of the Word Generation program funded by the Institute of Educational Sciences (Catherine Snow, Principal Investigator). Lawrence is a research associate with the Strategic Educational Research Partnership and committed to leveraging the results of research to build literacy knowledge and improve instruction for struggling students.

Colleen Zaller has a master’s degree in applied linguistics, with a focus on adolescent literacy and language development among English language learners. Over the past four years, she was a Research and Evaluation Associate at Brown University. She has led evaluations of the written, taught, and tested curriculum for English language learners in New York and Connecticut and has conducted implementation research of adolescent literacy interventions funded under the Striving Readers program. In addition to her work in evaluation, Zaller has delivered professional development workshops on school improvement for diverse learners and instructional approaches to enhance learning for English learners. Prior to her work at Brown University, Zaller coordinated intervention services and taught English language arts and ESL to adolescents and adults in urban settings in Baltimore, Boston, and Providence and abroad in Mexico and China.

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Table of Contents

Other books in Literacy

The Most Reasonable Answer

Alina Reznitskaya and Ian A. G. Wilkinson, Foreword by Catherine E. Snow

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Investigating Disciplinary Literacy

Christina L. Dobbs, Jacy Ippolito, and Megin Charner-Laird, Foreword by Elizabeth A. City

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A Reason to Read

Eileen Landay and Kurt Wootton, foreword by Shirley Brice Heath