Q&A Hero

Q: The cognitive dimension of comprehension requires us to consider how the structure and properties of prose and other texts interact with and stimulate a reader's capacity for constructing and using meaning.

Q: Comprehension as a cognitive process is concerned with the skills, strategies, and background knowledge of the reader.

Q: The various factors inherent in acts of meaning making and meaning using can be framed around what we consider to be four critical, interrelated dimensions: cognitive, textual, personal, and social.

Q: Describe an important feature of considerate text? Explain your answer.

Q: What are story grammars and who do they help with predictable structures or patterns?

Q: What are process guides and how can they expand comprehension?

Q: Describe how disciplinary teachers can increase long-term recall of newly learned information?

Q: What is the difference between a process statement and a content statement? Provide an example.

Q: What are microstructures and macrostructures and how do they relate to a class textbook's structure and design?

Q: When is comprehending test difficult for students?

Q: When are students more likely to possess well-developed knowledge structures or schemas that allow them to comprehend text at deep levels?

Q: Describe how active readers and learners use their prior knowledge as they interact with text to enhance their comprehension?

Q: How are the four critical dimensions outlined in Chapter 3 for meaning making and meaning used interrelated?

Q: How can teachers increase youths' comprehension abilities while honoring their outside of school literacies, interests, and competencies?

Q: Why is it important that content teachers base their instruction on the six guiding principles introduced in Chapter 2?

Q: The principle, Use Assessment as a Tool for Learning and Future Growth,guides teachers' assessment in an increasingly multicultural and multilingual print and other media.

Q: The principle, Connect Everyday Literacies and Funds of Knowledge with Academic Literacy and Learning, has its roots in cognitive and social constructivist notions of reading and learning.

Q: The influence of family, community, and peers does not play a major role in adolescents' academic motivation.

Q: Youth are not passive receptacles of facts and information, but they are active co-constructors of meaning.

Q: Today youth are developing the knowledge and skills necessary to compete in a global economy.

Q: In a recent survey, over 20% of teens in the United States said they use the Internet as the primary source for their school reports.

Q: When teachers' instructional decision making is guided by sound, evidence-based principles, they create supportive content area classrooms that help students from diverse cultures, language backgrounds, and abilities.

Q: The six principles presented in this book are directives or injunctions which must be strictly adhered to in adolescent literacy.

Q: Effective teaching is principled teaching which means that practices are grounded in evidence and ever-present in the thinking and planning of teachers for supporting content literacy and learning development for youth.

Q: Structuring classroom interactions so that youth have opportunities to learn from and with one another has contributed to higher student engagement in learning.

Q: What challenges are presented to teachers in an age in which ICT play an important role in the disciplinary classroom?

Q: Strong teacher-student relationships and respect for individual and cultural identities have a positive effect on learning engagement and achievement.

Q: Why does expanding and generating new understanding using information and communication technology important in today's classroom?

Q: With inclusion, growing numbers of youth are entering secondary content classrooms with ability levels that match the level of difficulty of the required texts.

Q: How can teacher ensure that students can identify the relative information and ideas from print and non-print sources?

Q: There is a direct relationship between reading scores and overall grade point average, as well as performance on standardized tests.

Q: What skills are vital for youth in understanding the volume of information available in today's world?

Q: Skill instruction in phonics has been shown to be most effective for older adolescent students.

Q: What do youth need in order to maneuver with competence through an increasingly complex information-based society?

Q: Striving readers are best served in pull-out programs and special classes.

Q: How can students to be authors of their own understanding and accessors of their own learning?

Q: A large number of preservice and inservice teachers are not regular, nor enthusiastic readers.

Q: What are the six principles that promote engaged reading and learning?

Q: Striving students in the middle and upper grades are more likely to choose to learn when they are respected as curricular informants and allowed a hand in determining course topics, materials, learning experiences, projects, and evaluation.

Q: How can teachers make principle-based instruction multidimensional?

Q: Today's teacher preparation and education program focuses on practices for youth who are striving readers.

Q: What do the authors mean by Funds of Knowledge?

Q: Students who are literate are proficient in locating and reading information from digitized sources, and can express themselves using e-mail, word processors and presentation programs as well as with handwriting.

Q: What are everyday literacies?

Q: Meeting the reading and learning needs of diverse groups of striving readers is an option and not a legal mandate and professional responsibility of all teachers.

Q: Describe effective teaching.

Q: For most of the adolescent population in the 1940s, schooling went no further than the 8thgrade.

Q: argue that "literacy pedagogy must now account for the burgeoning variety of text forms associated with information and multimedia technologies".

Q: Describe strategies that build reading competence for diverse learners.

Q: Adolescents develop a growing awareness of their membership in various discourse communities which they help define and which serve as in their burgeoning awareness of the world and of themselves.

Q: How can school offer striving readers comprehensive literacy programs?

Q: Adolescents are more likely to remain engaged readers and learners if their everyday experiences and are honored and made to enrich the classroom culture.

Q: Why is it important that teachers ensure that striving readers are viewed as a resource?

Q: The is a world saturated by inescapable, ever-evolving, and competing media that both flow through us and are altered and created by us.

Q: How do teachers determine whether reading strategies are appropriate for striving students and are based on sound theory and research?

Q: Census data reveal that over million people in the United States speak a language other than English at home.

Q: How can teachers begin to understand the literacy process? How can they stay abreast of all the new trends and developments in the fields of reading and writing?

Q: The originally passed as a program to boost reading achievement for children in the elementary grades has been expanded to include support for high school "striving" readers.

Q: Describe 2-3 ways in which teachers can and should develop collaborative relationships with parents?

Q: Proposed legislation such as funds literacy reforms in high schools by placing trained adolescent reading specialists and coaches in every school or district.

Q: Why do striving readers deserve effective teachers who have the knowledge and practices to deal with their needs?

Q: American were ranked ninth in overall reading/literacy on the Progress in International Reading Literacy Study (PIRLS) as compared with 34 other countries across the globe.

Q: Who are striving readers?

Q: There is a growing awareness of the connection between and shared by countless numbers of immigrant youth in schools

Q: What does it mean to be a striving reader?

Q: While most students acquire English language proficiency at varying levels, many of them have problems with adjustment and identity that may go unaddressed in school.

Q: Why is it detrimental for striving readers to be taught by secondary teachers who lack understanding of current theories of content literacy and practices?

Q: The estimates over 5 million school-aged children and youth in this category, two times the number of just one decade ago.

Q: Which of the six principles that promote engaged reading and learningshould be applied to this chapter on striving readers?

Q: The goal of this chapter has been to dispel and deconstruct of adolescents while stressing the need for middle and secondary school teachers to embrace youth in all their dimensions as a valued resource in content area learning and literacy.

Q: Concept mapping is a hybrid term that combines hypertext, the nonsequential linking of e-based textual information, and multimedia, such as photos, video, art, graphics, animation, and audio, to create an interactive computer-mediated experience for participants.

Q: Those responsible for providing adolescent and content literacy instruction need to know more about the funds of knowledge and discourse competencies youth bring with them to middle and secondary school classrooms.

Q: There are little distinctions between word processing and desktop publishing software since word processors are now including more and more desktop publishing features.

Q: Adolescents are the least active participants in the mediasphere.

Q: A WebQuest is a form of electronic communication that promotes collaboration and interaction among students by providing a cyber-environment for recording responses and engaging in critical dialog over relevant issues from the content classroom.

Q: Immigration issues for people of color have been fairly and appropriately compared to those of previous waves of immigrants of European descent.

Q: Zines are electronic publications created by individuals and classes as alternatives to commercial magazines.

Q: These Spanish speakers comprise over seventy percent of the ELL population, while the number of Vietnamese students is nearly five percent.

Q: Blogging is the process of writing and publishing to a blog.

Q: Nearly 2% of 13-year-olds were considered to be struggling readers.