WorldCat Identities

Alvermann, Donna E.

Works: 440 works in 990 publications in 1 language and 11,660 library holdings
Genres: Conference papers and proceedings  Encyclopedias  Readers (Publications)  Abstracts  Classification 
Roles: Author, Editor, Compiler, edi
Classifications: LB1050, 428.4
Publication Timeline
Most widely held works by Donna E Alvermann
Literacy in America : an encyclopedia of history, theory, and practice by Barbara J Guzzetti( )

6 editions published in 2002 in English and held by 1,250 WorldCat member libraries worldwide

Offers comprehensive information about literacy and related instructional and assessment topics
Content reading and literacy : succeeding in today's diverse classrooms by Donna E Alvermann( Book )

27 editions published between 1994 and 2019 in English and held by 1,093 WorldCat member libraries worldwide

"Content Area Reading and Literacy addresses the needs of students from diverse language and cultural backgrounds. Trusted authorities in adolescent literacy Donna Alvermann, Stephen Phelps, and Victoria Ridgeway provide classroom- and research-based teaching and learning strategies in all core areas, from English to math to science, and the social sciences, and highlight current trends in technology and multimedia."--Jacket
Reconceptualizing the literacies in adolescents' lives : bridging the everyday/academic divide by Donna E Alvermann( Book )

27 editions published between 1998 and 2012 in English and held by 940 WorldCat member libraries worldwide

"Reconceptualizing the Literacies in Adolescents' Lives invites middle- and high-school educators to move toward a broad, generative view of adolescent literacies. The aim is to capture adolescents' know-how and evolving expertise in an array of literacy contexts - all of them rich in language and meaning. This volume moves beyond a tendency to view current instructional recommendations - which focus on textbooks, tasks, and outcomes - as being apolitical or having universal applications. In these times of school reform and public accountability, this book calls on readers to bear in mind that issues of gender, race, ethnicity, and social class have everything to do with who is listened to, as well as when and with what effect. It also calls on readers to remember that adolescents carry an almost infinite number of abilities and insights that can and should be invited to any work deemed important in classrooms."--BOOK JACKET
Bridging the literacy achievement gap, grades 4-12( Book )

5 editions published in 2004 in English and held by 925 WorldCat member libraries worldwide

This book addresses critical issues related to pre-adolescent and adolescent literacy learners with a focus on closing the achievement gap. Despite efforts by educators and policymakers during the past several decades, certain groups of students--primarily African American students, English language learners, and students from low-income homes--continue to underperform on commonly used measures of academic achievement. Too often, teachers and administrators lack both proper preparation and good ideas to confront these issues
Engaged reading : processes, practices, and policy implications( Book )

6 editions published in 1999 in English and held by 539 WorldCat member libraries worldwide

"This volume is a thoughtful synthesis of current research conducted at the National Reading Research Center (NRRC). Blending investigations on the motivational, social, and cognitive needs of young learners, Engaged Reading presents a new perspective on reading development. Whether you work with students of mainstream or diverse backgrounds, in inner-city or affluent suburban schools, the concept of engaged reading is crucial to the current debate concerning reading instruction
Science learning : processes and applications by Carol Minnick Santa( Book )

11 editions published between 1991 and 2002 in English and held by 484 WorldCat member libraries worldwide

Reflecting a collaboration in terms of content areas, levels, and audience, this volume represents the efforts of science teachers and reading teachers to understand and help one another fine tune their craft. Chapters in the volume include: (1) "Metacognition, Reading and Science Education" (Linda Baker); (2) "Science and Reading: Many Process Skills in Common?" (Michael J. Padilla and others); (3) "Why Students Have Trouble Learning from Science Texts" (Fred N. Finley); (4) "Are Science Textbooks Considerate?" (Linda A. Meyer); (5) "Helping Students Learn Effectively from Science Text" (William G. Holliday); (6) "Reading Science Texts for Conceptual Change" (Kathleen J. Roth); (7) "Understanding Science Text and the Physical World" (Audrey B. Champagne and Leopold E. Klopfer); (8) "Instructional Activities for Comprehending Science Texts" (Nancy D. Padak and Jane L. Davidson); (9) "Science Teachers' Use of Texts: Three Case Studies" (Donna E. Alvermann and Kathleen A. Hinchman); (10) "Main Ideas: Key to Learning Science" (Mark W. Aulls); (11) "Framing: a Technique for Improving Learning from Science Texts" (Bonnie B. Armbruster); (12) "Tools for Learning Science" (Shirley Harrison); (13) "Learning through Writing" (Carol Minnick Santa and Lynn T. Havens); (14) "Teaching Vocabulary to Improve Science Learning" (Bonnie C. Konopak); (15) Using Guided Imagery to Teach Science Concepts" (Barbara J. Walker and Paul T. Wilson); and (16) "An Evolution of Learning" (John T. Guthrie). (Rs)
Using discussion to promote reading comprehension by Donna E Alvermann( Book )

12 editions published between 1987 and 1992 in English and held by 461 WorldCat member libraries worldwide

Drawing from observations of discussion in 24 different classrooms, this book will provide preservice and inservice teachers at the middle and school levels with the motivation and knowledge to use discussion to foster student comprehension of content area text assignments. The first chapter examines the distinctions between discussion and recitation, and redefines major issues related to content area discussion in light of recent research and school reform reports. The second chapter establishes a basis for the premise that discussion is important to the development of reading comprehension, illustrating those skills that enrich or refine students' understanding of text. The third chapter uses portions of transcripts from videotaped content class discussions to illustrate how classroom context influences discussion practices. Alternatives to teacher dominated discussions are described, and guidelines are provided for establishing the rights and responsibilities of critical readers. The fourth chapter demonstrates how to plan for classroom discussion of assigned material, describing five aspects of the planning process. The fifth chapter presents discussion strategies that help students master the content, examine more than one side of the issue, and evaluate alternative solutions to a text based problem, while the sixth chapter analyzes one content area teacher's implementation of a preplanned discussion. Finally, the seventh chapter describes two procedures for informally evaluating classroom discussion used to promote reading comprehension. References follow each chapter. (Hth)
Research within reach : secondary school reading : a research guided response to concerns of reading educators by Donna E Alvermann( Book )

13 editions published between 1986 and 1988 in English and Undetermined and held by 451 WorldCat member libraries worldwide

Intended for secondary school teachers in all subject areas, this book synthesizes and translates reading-related research on a variety of specific topics. Each chapter in the book opens with a question or questions posed by teachers, then proceeds to a discussion of the research and practice pertaining to the issues raised. Each chapter ends with a summary and a list of references. Each chapter can be read independently. Questions raised in the 13 chapters of the book deal with the following areas: (1) reading programs, (2) effective schools and effective teaching research, (3) developing lifetime readers, (4) learning from text, (5) comprehension and thinking skills, (6) vocabulary, (7) readability, (8) objectives and materials, (9) integrating oral and written language, (10) grouping, (11) teacher decision making, (12) metacognition, and (13) staff development. A 27-page bibliography concludes the document. (FL)
Teaching and learning in the middle grades by K. Denise Muth( Book )

6 editions published between 1992 and 1999 in English and held by 436 WorldCat member libraries worldwide

Bring it to class : unpacking pop culture in literacy learning by Margaret C Hagood( Book )

4 editions published in 2010 in English and held by 428 WorldCat member libraries worldwide

"Students' backpacks bulge not just with oversize textbooks, but with paperbacks, graphic novels, street lit, and electronics such as iPods and handheld video games. This book shows teachers how to unpack those texts and use them to engage students in meaningful learning. Whether you are a technology enthusiast or you favor traditional literature, this book is written for you."--Back cover
Theoretical models and processes of reading by Harry Singer( )

12 editions published between 2004 and 2013 in English and held by 412 WorldCat member libraries worldwide

The sixth edition of this landmark reference represents classic and trend-setting scholarship that is among the best in the field. Through careful evaluation of reader surveys and focus groups, the editors have extended the books reach into domains of research and instruction that affect practitioners, graduate students, literacy teacher educators, and researchers. Over half of the chapters in this edition are new to Theoretical Models and Processes of Reading, and eight of these new chapters were specially commissioned for this volume. Twenty percent of the chapters from previous editions have been revised by their authors to reflect current research and instructional developments in the field. Questions for Reflection accompany each chapter to assist readers in transforming their current knowledge base through discussion and deeper thinking about theory, research, and instruction
Popular culture in the classroom : teaching and researching critical media literacy by Donna E Alvermann( Book )

14 editions published between 1999 and 2018 in English and held by 400 WorldCat member libraries worldwide

Examines the importance of devloping within children and adolescents a critical awareness of the social, political and economic messages arising from the different forms of popular culture
Struggling adolescent readers : a collection of teaching strategies by David W Moore( Book )

9 editions published between 2000 and 2006 in English and held by 373 WorldCat member libraries worldwide

Help your struggling middle school and high school students overcome the obstacles to being better readers and thinkers. Drawn primarily from IRA's Journal of Adolescent & Adult Literacy, this collection of 40 articles acknowledges beliefs and situations that interfere with teens' learning, and presents ways to inspire them to be resilient and take charge of their learning. You'll discover important strategies for working with struggling adolescent readers: acknowledging cultural ties; supporting classroom reading, writing, and inquiry; varying texts to meet students' interests and needs; and connecting in-school and out-of-school reading. Watch your students thrive as you engage them through print, foster a spirit of inquiry in a supportive atmosphere, and create environments where students can explore many perspectives and interpretations of texts
Adolescents and literacies in a digital world( Book )

13 editions published between 2002 and 2007 in English and held by 352 WorldCat member libraries worldwide

"Adolescents and Literacies in a Digital World explores the significance of digital technologies and media in youth's negotiated approaches to making meaning within a broad array of self-defined literacy practices. Organized around a series of case studies, this book blends theories of an attention economy, generational differences, communication technologies, and neoliberal enactive texts with actual accounts of adolescents' use of instant messaging, shape-shifting portfolios, critical inquiry, and media production."--Jacket
Adolescents' online literacies : connecting classrooms, digital media, and popular culture( Book )

9 editions published between 2010 and 2016 in English and held by 336 WorldCat member libraries worldwide

Themes and directions of the National Reading Research Center by Donna E Alvermann( Book )

2 editions published in 1993 in English and held by 216 WorldCat member libraries worldwide

Heath middle level literature : gold level( Book )

30 editions published between 1995 and 2001 in English and held by 137 WorldCat member libraries worldwide

Theoretical models and processes of literacy( )

8 editions published between 2018 and 2019 in English and held by 125 WorldCat member libraries worldwide

The Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume's strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book's eResource. New to the Seventh Edition: Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts. New chapters reflect sweeping changes in how readers and writers communicate in a digital era. Slimmer volume is complemented by somechapters from previous editions available online
Content area literacy instruction for the elementary grades by Donna E Alvermann( Book )

2 editions published in 2004 in English and held by 106 WorldCat member libraries worldwide

Heath reading( Book )

8 editions published between 1989 and 1993 in English and held by 105 WorldCat member libraries worldwide

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  Kids General Special  
Audience level: 0.32 (from 0.03 for Heath midd ... to 0.54 for Reconceptu ...)

Bridging the literacy achievement gap, grades 4-12
Content reading and literacy : succeeding in today's diverse classroomsReconceptualizing the literacies in adolescents' lives : bridging the everyday/academic divideBridging the literacy achievement gap, grades 4-12Engaged reading : processes, practices, and policy implicationsTeaching and learning in the middle gradesBring it to class : unpacking pop culture in literacy learningTheoretical models and processes of readingPopular culture in the classroom : teaching and researching critical media literacy
Alternative Names
Alvermann, Donna.

Alvermann, Donna 1939-

Alvermann, Donna E. 1939-

English (223)