William G. Brozo, PhD, is Professor of Literacy in the Graduate School of Education at George Mason University. A former secondary school teacher, he is the author of numerous articles and books on the literacy development of children and adolescents, and is a contributing author to iLit, a digital intervention program for struggling readers. Dr. Brozo has served on the editorial board of the Journal of Adolescent and Adult Literacy and authored the “Strategic Moves” column for the international journal Thinking Classroom and the “Content Literacy” column for The Reading Teacher. He is a past member of the Commission on Adolescent Literacy and the Adolescent Literacy Committee of the International LiteracyAssociation (ILA), as well as past chair of the ILA's PISA/PIRLS Task Force.

"This book offers an expansive, inclusive discussion of teaching disciplinary and content-area literacy to adolescents in the 21st century. Brozo provides teachers with a range of tools for working with culturally and linguistically diverse youth. His attention to adolescents' identities will help teachers engage students who have a range of abilities, needs, and interests. By grounding instructional examples within the disciplines, Brozo demonstrates what responsive literacy practices look like and what makes them unique in different academic contexts. This is a great text for a master's-level content-area/disciplinary literacy course. Students will benefit from the examples of practice in action, and will see what it means to do this kind of work well."--Leigh A. Hall, PhD, School of Education, University of North Carolina at Chapel Hill"The book is important because it challenges our assumptions and biases toward today’s culturally and linguistically diverse students. The students sitting in our classes are different than they were a few years ago, and understanding these critical differences will help position us to become better educators. You have to know kids to teach kids, and Brozo’s provocative book helped me to get to know my students in ways that will certainly elevate their literacy skills."--Kelly Gallagher, MA, English teacher, Magnolia High School, Anaheim Union High School District, California"At a time when teaching disciplinary and content literacy is being promoted as one way to close the so-called achievement gap for youth--especially underserved youth--this book is timely. Brozo weaves together personal stories, case studies, and various literacy-related scenarios in an intellectually stimulating and engaging manner. He brings these elements and his extensive research full circle by inviting the reader to reflect, raise questions, and discuss multiple teaching strategies. I plan to adopt this text for my Middle Childhood/Adolescent Literacy Methods course, which is required for our preservice teachers seeking New York State professional certification. This is the perfect resource to help preservice teachers develop practices and strategies to enhance secondary students' academic achievement.”--Fenice B. Boyd, PhD, Department of Learning and Instruction, University at Buffalo, The State University of New York -

• 1. Adolescent Literacies and Identities Inside and Outside of School2. Building Literacy Competence across the Disciplines for Diverse Learners3. Practices for Expanding Text Comprehension4. Assessment for Literacy Growth and Disciplinary Learning5. Creating Motivating Contexts for Literacy and Learning6. Developing Academic Vocabulary Knowledge7. Writing to Learn in the Disciplines8. Reading and Learning from Multiple Sources9. Strategic Literacy and Learning ProcessesReferences

William G. Brozo, PhD, is Professor of Literacy in the Graduate School of Education at George Mason University. A former secondary school teacher, he is the author of numerous articles and books on the literacy development of children and adolescents, and is a contributing author to iLit, a digital intervention program for struggling readers. Dr. Brozo has served on the editorial board of the Journal of Adolescent and Adult Literacy and authored the “Strategic Moves” column for the international journal Thinking Classroom and the “Content Literacy” column for The Reading Teacher. He is a past member of the Commission on Adolescent Literacy and the Adolescent Literacy Committee of the International LiteracyAssociation (ILA), as well as past chair of the ILA's PISA/PIRLS Task Force.

"This book offers an expansive, inclusive discussion of teaching disciplinary and content-area literacy to adolescents in the 21st century. Brozo provides teachers with a range of tools for working with culturally and linguistically diverse youth. His attention to adolescents' identities will help teachers engage students who have a range of abilities, needs, and interests. By grounding instructional examples within the disciplines, Brozo demonstrates what responsive literacy practices look like and what makes them unique in different academic contexts. This is a great text for a master's-level content-area/disciplinary literacy course. Students will benefit from the examples of practice in action, and will see what it means to do this kind of work well."--Leigh A. Hall, PhD, School of Education, University of North Carolina at Chapel Hill"The book is important because it challenges our assumptions and biases toward today’s culturally and linguistically diverse students. The students sitting in our classes are different than they were a few years ago, and understanding these critical differences will help position us to become better educators. You have to know kids to teach kids, and Brozo’s provocative book helped me to get to know my students in ways that will certainly elevate their literacy skills."--Kelly Gallagher, MA, English teacher, Magnolia High School, Anaheim Union High School District, California"At a time when teaching disciplinary and content literacy is being promoted as one way to close the so-called achievement gap for youth--especially underserved youth--this book is timely. Brozo weaves together personal stories, case studies, and various literacy-related scenarios in an intellectually stimulating and engaging manner. He brings these elements and his extensive research full circle by inviting the reader to reflect, raise questions, and discuss multiple teaching strategies. I plan to adopt this text for my Middle Childhood/Adolescent Literacy Methods course, which is required for our preservice teachers seeking New York State professional certification. This is the perfect resource to help preservice teachers develop practices and strategies to enhance secondary students' academic achievement.”--Fenice B. Boyd, PhD, Department of Learning and Instruction, University at Buffalo, The State University of New York -

• 1. Adolescent Literacies and Identities Inside and Outside of School2. Building Literacy Competence across the Disciplines for Diverse Learners3. Practices for Expanding Text Comprehension4. Assessment for Literacy Growth and Disciplinary Learning5. Creating Motivating Contexts for Literacy and Learning6. Developing Academic Vocabulary Knowledge7. Writing to Learn in the Disciplines8. Reading and Learning from Multiple Sources9. Strategic Literacy and Learning ProcessesReferences

William G. Brozo, PhD, is Professor of Literacy in the Graduate School of Education at George Mason University. A former secondary school teacher, he is the author of numerous articles and books on the literacy development of children and adolescents, and is a contributing author to iLit, a digital intervention program for struggling readers. Dr. Brozo has served on the editorial board of the Journal of Adolescent and Adult Literacy and authored the “Strategic Moves” column for the international journal Thinking Classroom and the “Content Literacy” column for The Reading Teacher. He is a past member of the Commission on Adolescent Literacy and the Adolescent Literacy Committee of the International LiteracyAssociation (ILA), as well as past chair of the ILA's PISA/PIRLS Task Force.

"This book offers an expansive, inclusive discussion of teaching disciplinary and content-area literacy to adolescents in the 21st century. Brozo provides teachers with a range of tools for working with culturally and linguistically diverse youth. His attention to adolescents' identities will help teachers engage students who have a range of abilities, needs, and interests. By grounding instructional examples within the disciplines, Brozo demonstrates what responsive literacy practices look like and what makes them unique in different academic contexts. This is a great text for a master's-level content-area/disciplinary literacy course. Students will benefit from the examples of practice in action, and will see what it means to do this kind of work well."--Leigh A. Hall, PhD, School of Education, University of North Carolina at Chapel Hill"The book is important because it challenges our assumptions and biases toward today’s culturally and linguistically diverse students. The students sitting in our classes are different than they were a few years ago, and understanding these critical differences will help position us to become better educators. You have to know kids to teach kids, and Brozo’s provocative book helped me to get to know my students in ways that will certainly elevate their literacy skills."--Kelly Gallagher, MA, English teacher, Magnolia High School, Anaheim Union High School District, California"At a time when teaching disciplinary and content literacy is being promoted as one way to close the so-called achievement gap for youth--especially underserved youth--this book is timely. Brozo weaves together personal stories, case studies, and various literacy-related scenarios in an intellectually stimulating and engaging manner. He brings these elements and his extensive research full circle by inviting the reader to reflect, raise questions, and discuss multiple teaching strategies. I plan to adopt this text for my Middle Childhood/Adolescent Literacy Methods course, which is required for our preservice teachers seeking New York State professional certification. This is the perfect resource to help preservice teachers develop practices and strategies to enhance secondary students' academic achievement.”--Fenice B. Boyd, PhD, Department of Learning and Instruction, University at Buffalo, The State University of New York -

• 1. Adolescent Literacies and Identities Inside and Outside of School2. Building Literacy Competence across the Disciplines for Diverse Learners3. Practices for Expanding Text Comprehension4. Assessment for Literacy Growth and Disciplinary Learning5. Creating Motivating Contexts for Literacy and Learning6. Developing Academic Vocabulary Knowledge7. Writing to Learn in the Disciplines8. Reading and Learning from Multiple Sources9. Strategic Literacy and Learning ProcessesReferences