Reading Adolescents' Reading Identities: Looking Back To See Ahead.

By D. Alvermann. 2001

324 citations recorded by the source corpus.

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Citations in the corpus

Assessing Adolescents' Motivation to Read (2007, unknown): “(b) adolescents as victims of positioning by schools that have devalued literacy activities at which they are literate and competent—such as media-text, electronic games, electronic messaging, and visual productions—and instead have valued primarily print-based, content-area texts (Alvermann, 2001b;”
Zoom: A Review of the Literature on Marginalized Adolescent Readers, Literacy Theory, and Policy Implications (2006, background): “Guthrie and Alvermann (1999) and Guthrie and Anderson (1999) suggest that proficient readers are engaged readers.”
Re‐framing adolescent literacy research for new times: Studying youth as a resource (2002, methodology): “Alvermann (2001), for example, illustrated the Pokémon proficiencies of one young man who was deemed a struggling reader.”
Resistance, Struggle, and the Adolescent Reader. (2006, background): “Alvermann (2001) stated, "as a”
Reimagining Our Inexperienced Adolescent Readers: From Struggling, Striving, Marginalized, and Reluctant to Thriving (2009, background): “Such young people construct identities as “poor” or “struggling” readers, affecting their actions in and out of school (Alvermann, 2001).”
Effective Literacy Instruction for Adolescents (2002, result): “This finding is similar to one that Alvermann and her colleagues (Alvermann, 2001; Alvermann et al., 2000) reported based on an after-school study of 30 adolescents who participated in a 15-week Media Club project.”