Hampton Brown PreK-12 Catalog 2008-2009 - (Page 43) Research-Based, Authored by Leading Educators Dr. David W. Moore taught high school social studies and reading in Arizona public schools before entering college teaching. He currently teaches secondary school teacher preparation courses in adolescent literacy. He co-chaired the International Reading Association’s Commission on Adolescent Literacy; recent books include Teaching Adolescents Who Struggle with Reading (2nd ed.) and Principled Practices for Adolescent Literacy. Leads to Academic Success • Students value the power of reading and writing in their lives • They are motivated to read widely • They experience what it means to be capable and confident • They achieve success on exit exams • They focus on graduation and a promising future Dr. Deborah J. Short is a co-developer of the research-validated SIOP Model for sheltered instruction. She has directed studies on English language learners funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. She recently chaired an expert panel on adolescent ELL literacy and prepared policy reports: Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners. Grades 7–9 Level C Dr. Michael W. Smith has focused his research on how experienced readers read and talk about texts, as well as what motivates adolescents’ reading and writing both in and out of school. He has written eight books and monographs, including Reading Don’t Fix No Chevys and Literacy in the Lives of Young Men, for which he and his co-author received the 2003 David H. Russell Award for Distinguished Research in the Teaching of English. Lexile® Range: 950–1150 Dr. Alfred W. Tatum began his career as an eighthgrade teacher, later becoming a reading specialist and discovering the power of texts to reshape the life outcomes of struggling readers. His current research focuses on the literacy development of African American adolescent males. His recent publications include Teaching Reading to Black Adolescent Males: Closing the Achievement Gap and Building the Textual Lineages of African American Male Adolescents. 43
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