The
following list of resources addresses the reading a literature strand
of the Ontario English Curriculum and it focuses on issues of student
engagement. It has been divided into three categories: general advice
and motivational strategies, articles and texts that are more
directly applicable to a classroom setting, and theoretical
explorations of the topic of disengagement.
Advice
Booth,
D. (2009). Whatever Happened to Language
Arts? Markham, Ontario: Pembroke
Publishers.
Booth
offers multiple strategies to address students' lack of motivation in
the English classroom with emphasis on reading and engagement. The
text provides a wealth of practical suggestions based on the author's
classroom experiences with the integration of technology, alternate
text forms, and multiple literacies.
Lapp,
D. (2009). It’s All About the Book: Motivating Teens to Read.
Journal of Adolescent & Adult
Literacy 52(7), 556-561.
Lapp's
article consists of a case study on reading and student interest.
Based on observations made in the classroom, she offers a reflection
on student reading habits and the effectiveness of school book clubs.
McLean,
C. D. (2007). Fifty Ways to Promote Teen Reading in Your School
Library. Young Adult Library Services
6(1) (Fall), 8-10.
This
point form list of suggestions for teachers and librarians may help
educators and resource personnel – patently – promote reading.
Ontario
Ministry of Education. (2004). Me Read?
No Way!: A practical guide to improving boys' literacy skills.
Retrieved from
The
guide address the widening gender gap on literacy tests and
university attendance, offering success strategies for educators and
students in the English field.
Ontario
Ministry of Education. (n.d.). Think
Literacy: Cross-Curricular Approaches, Grades 7-12.
Retrieved from
This
resource outlines pre-reading, reading, and post-reading strategies,
and suggests possible student-engagement technique in a
cross-curricular context.
Resources
Ontario
Ministry of Education. (2007). The
Ontario Curriculum Grades 11 and 12, English.
Jessica
L. S. (2012). The new dry land workout: Practical writing exercises
for professional hockey players. Journal
of Poetry Therapy: The Interdisciplinary Journal of Practice, Theory,
Research and Education, 25(4), 187-195.
This
article could be integrated into a classroom as a resource to engage
male students in the act of reading itself while also challenging the
cultural bias that incline them to view literacy as feminine in
nature.
Klor,
E. (2011). Serving Teen Parents: From
Literacy to Life Skills. Santa Barbara,
CA: ABC-CLIO, LLC.
Klor
offers advice and act ivies designed to train librarians to meet the
needs of both teens in general and young parents. While the text is
not designed as an aid for classroom teachers, it offers substantial
practical advice for all educators who deal with issues related to
teen literacy.
Swenor,
K. (2006). A Teen Take on Reading: Results from the 2005 Teen Read
Survey. Young Adult Library Services
4(4) (Summer),
42-44.
Some
of the information contained in this resource may be of use to
teachers who wish to better understand student reading practices
based on the perspectives and experiences of actual teens.
Theory
Bouchamma,
Y. (2014). Impact of Reading Strategy Use on Girls’ and
Boys’ Achievement." Reading Psychology 35(4),
312-331.
This
study explores the correlation between metacognitive skills and
reading ability, concluding that addressing a marginalized component
of the curriculum by requiring students to evaluate their reading and
writing processes explicitly may have positive effects on their
literacy development.
Harrison,
B. (2010). Boys and Literature: Challenging Constructions of
Masculinity. New Zealand Journal of
Educational Studies 45(2), 47-60.
Harrison
suggests that teachers should create situations in which boys can
explore definitions and conceptions of masculinity in order to
address the cultural assumptions that may adversely affect male
literacy.
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