A Reason to Read

Linking Literacy and the Arts

Eileen Landay and Kurt Wootton, foreword by Shirley Brice Heath

A Reason to Read is the culminating work of the ArtsLiteracy Project, an ambitious and wide-ranging collaborative that aims to promote literacy through rich and sustained instruction in the arts.

Adolescent Literacy

Edited by Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson

Adolescent Literacy initially appeared as a special issue of the Harvard Educational Review. It explores key issues and debates in the adolescent literacy crisis, the popular use of cognitive strategies, and disciplinary and content-area literacy. Also examined are alternative forms of literacy, afterschool interventions, new instruction models for African American males, and the experiences of educators.

Manga High

Literacy, Identity, and Coming of Age in an Urban High School

By Michael Bitz, foreword by Françoise Mouly

Based on a four-year study, Manga High explores the convergence of literacy, creativity, social development, and personal identity in one of New York City’s largest high schools.

Adolescent Literacy

A Special Issue of the Harvard Educational Review

The Harvard Educational Review Special Issue on Adolescent Literacy examines key issues and debates in the adolescent literacy crisis in an effort to move toward consensus around future research agendas and best practices.

Perspectives on Language and Literacy

Beyond the Here and Now

Edited by Sarah W. Beck and Leslie Nabors Olah

This important book includes sections on cognitive and developmental approaches to language and literacy acquisition, sociocultural approaches to language and literacy, crosslinguistic and bilingual issues in language and literacy, and critical perspectives on language and literacy education.

Reading and Literacy

HEL Focus Series No. 5

Edited by Nancy Walser

The HEL Focus Series brings together concise and carefully researched articles on current issues in education. Each collection provides educators, administrators, policymakers, and parents with a balanced look at research and practice in a specific area.