Description

Book Synopsis
In a sea of troubling reporting about education, teaching, reading, and the wellbeing of teens, Ivey and Johnston bring some good news that shows what happens when we stop underestimating young people. This accessible book offers an engaging account of a 4-year study of adolescents who went from reluctant to enthusiastic readers.

Table of Contents

  • Contents (Tentative)

  • Acknowledgments
  • Part I. Engaging Reading, a Social Phenomenon
  • 1. Young Adults Reading Literature (or Not)
    Teens Can Be Enthusiastic, Engaged Readers
    Engaging Books
    The Subtleties of Supporting Teen Development
  • 2. Choosing to Read
    Good (Meaningful) Books
    Disturbing Books
    Autonomy
    Talk About Books
  • 3. Talk to Me—Cultivating Peer Relationships
    Supportive Peer Relationships
    Close Friendships
    Learning Relationships
    When Positive Relationships Are Absent
    The Solution? Engaged Reading
  • 4. Re-seeing Family
    Families Reading
    Families and Talk
    Families, Minds, and Transformation
    Disturbing Books and Difficult Topics
    Parent Perspectives on Students' Reading
  • Part II. The Breadth of Teen Development
  • 5. Social-Emotional Development
    The Social Hub of Development
    Talking About Thoughts and Feelings
    On Reflection
    To Summarize
  • 6. Who Will I Be? Building a Life Narrative
    Living Into a Character
    A Reflective Metaphor
    Narrative as a Cautionary Tale
    Synthesizing Principles
    Self-Regulation
    Reconstructing the Socialized Self
    Who Am I? Who Do I Want to Be?
  • 7. Moral Development
    Developing the Moral Self
    Moral Judgments
    Recognizing Language as a Potential Act of Violence
    Multiple Perspectives and Moral Reach
    So . . .
  • 8. Happiness, Wellbeing, and Other Trivial Matters
    Gratefulness
    Loss and Grief
    More Healing Opportunities
    Positive Emotions and Wellbeing
    Feeling, Heard, Understood, and Cared For
    Sources of Happiness and Wellbeing
  • 9. Reading Competence
    Reading Strategically
    Reading Strategically, on Steroids
    Comprehending Socially
    Reading Closely
    Reading: No Solo Act
    Reading Competently
  • Part III. Negotiating Literature, Teaching, and Teen Development
  • 10. What Do We Think We're Doing?
    Fizzling Out of Engagement
    Unraveling of the Social Thread
    More Teaching Changes
    Knowing Books and Individuals
    Negotiating Relationships and Relational Capital
  • 11. Seamless Teaching
    Seamlessness
    Characters and Change
    Inferring, Especially Thoughts and Feelings
    Literature, Themes, and Life's Dilemmas
    Teaching About How Words Capture and Shape Thoughts and Feelings
    Teaching for Intellectual Flexibility
  • 12. Inquiry, Learning, and Authority
    Foundations of Collaborative Dialogic Inquiry
    Distributing Authority, Distributing Teaching
    Teaching for Identity Shifts
    Teaching: More Than the Sum of its Parts
  • 13. Heckling
    Concerns of Intellectuals, Philosophers, and the Like
    Parents' (and Thus Teachers') Concerns
  • 14. The Alchemy of Young Adults' Engagements Among Books
    Evidence
    The Work of Conversations
    The Work of ELA Teachers and Their Books
    The Socialness of Reading
    What Do We Want?
  • Appendix A The Study
  • Appendix B Young Adult Books and Other Trade Books Mentioned
  • Index
  • About the Author

Teens Choosing to Read

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Order before 4pm today for delivery by Wed 31 Dec 2025.

A Paperback by Gay Ivey, Peter Johnston

15 in stock


    View other formats and editions of Teens Choosing to Read by Gay Ivey

    Publisher: John Wiley & Sons
    Publication Date: 11/24/2023 12:00:00 AM
    ISBN13: 9780807768686, 978-0807768686
    ISBN10: 0807768685
    Also in:
    Age groups: adolescents Educational strategies and policy

    Description

    Book Synopsis
    In a sea of troubling reporting about education, teaching, reading, and the wellbeing of teens, Ivey and Johnston bring some good news that shows what happens when we stop underestimating young people. This accessible book offers an engaging account of a 4-year study of adolescents who went from reluctant to enthusiastic readers.

    Table of Contents

    • Contents (Tentative)

    • Acknowledgments
    • Part I. Engaging Reading, a Social Phenomenon
    • 1. Young Adults Reading Literature (or Not)
      Teens Can Be Enthusiastic, Engaged Readers
      Engaging Books
      The Subtleties of Supporting Teen Development
    • 2. Choosing to Read
      Good (Meaningful) Books
      Disturbing Books
      Autonomy
      Talk About Books
    • 3. Talk to Me—Cultivating Peer Relationships
      Supportive Peer Relationships
      Close Friendships
      Learning Relationships
      When Positive Relationships Are Absent
      The Solution? Engaged Reading
    • 4. Re-seeing Family
      Families Reading
      Families and Talk
      Families, Minds, and Transformation
      Disturbing Books and Difficult Topics
      Parent Perspectives on Students' Reading
    • Part II. The Breadth of Teen Development
    • 5. Social-Emotional Development
      The Social Hub of Development
      Talking About Thoughts and Feelings
      On Reflection
      To Summarize
    • 6. Who Will I Be? Building a Life Narrative
      Living Into a Character
      A Reflective Metaphor
      Narrative as a Cautionary Tale
      Synthesizing Principles
      Self-Regulation
      Reconstructing the Socialized Self
      Who Am I? Who Do I Want to Be?
    • 7. Moral Development
      Developing the Moral Self
      Moral Judgments
      Recognizing Language as a Potential Act of Violence
      Multiple Perspectives and Moral Reach
      So . . .
    • 8. Happiness, Wellbeing, and Other Trivial Matters
      Gratefulness
      Loss and Grief
      More Healing Opportunities
      Positive Emotions and Wellbeing
      Feeling, Heard, Understood, and Cared For
      Sources of Happiness and Wellbeing
    • 9. Reading Competence
      Reading Strategically
      Reading Strategically, on Steroids
      Comprehending Socially
      Reading Closely
      Reading: No Solo Act
      Reading Competently
    • Part III. Negotiating Literature, Teaching, and Teen Development
    • 10. What Do We Think We're Doing?
      Fizzling Out of Engagement
      Unraveling of the Social Thread
      More Teaching Changes
      Knowing Books and Individuals
      Negotiating Relationships and Relational Capital
    • 11. Seamless Teaching
      Seamlessness
      Characters and Change
      Inferring, Especially Thoughts and Feelings
      Literature, Themes, and Life's Dilemmas
      Teaching About How Words Capture and Shape Thoughts and Feelings
      Teaching for Intellectual Flexibility
    • 12. Inquiry, Learning, and Authority
      Foundations of Collaborative Dialogic Inquiry
      Distributing Authority, Distributing Teaching
      Teaching for Identity Shifts
      Teaching: More Than the Sum of its Parts
    • 13. Heckling
      Concerns of Intellectuals, Philosophers, and the Like
      Parents' (and Thus Teachers') Concerns
    • 14. The Alchemy of Young Adults' Engagements Among Books
      Evidence
      The Work of Conversations
      The Work of ELA Teachers and Their Books
      The Socialness of Reading
      What Do We Want?
    • Appendix A The Study
    • Appendix B Young Adult Books and Other Trade Books Mentioned
    • Index
    • About the Author

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