Teaching of Adolescent Reading | Website BDK Palembang
Weak Gravitational Lensing 2006 Bartelmann M. General Relativity 0 Bartelmus P. Scaling of Spatial Correlations in Cooperative Sequential Adsorption with Clustering 1994 Barter J. Space Stations 2004 Barter J. Telescopes 2005 Barter J. Lucent Library of Science and Technology. Dry spots can be prepared by spotting BAC DNA or the like (of which inexhaustible supplies have been realized) on a substrate using a spotter, forming a plurality of spots, and then drying the spots, for example. An inkjet printer, a pin array printer, or a bubble jet (trademark) printer can be used as a spotter. The use of an inkjet printer is desirable. Most of these systems are based on the knowledge that anaerobic bacteria in the colon are able to recognize the various substrates and degrade them with the enzymes. The application of biodegradable natural polymers, which are resistant to degradation in the upper GIT (above the colon), has gained tremendous importance in pre-biotic food systems. Most of the recent research includes natural polysaccharides, especially from plant origin, being applied to create degradable colon-specific substrates. A very efficient, mutually beneficial arrangement has evolved from a nutritional perspective (Figure 2). In the proximal gut, bacterial competition for absorbable monosaccharides could be detrimental to the host, but in nonruminants colonization is sparse in this region. The word Caporetto has entered the Italian language as a synonym for disaster. The memoir of a New Zealand surgeon in the bimatoprost online BEF. World War One Aircraft Carrier Pioneer: The Stories and Diaries of J. Memoirs of service on HMS Furious. British Military Service Tribunals, 1916-18: "A Very Much Abused Body of Men," James McDermott, Manchester University Press, 2011, 272 pages, ISBN 978 0 7190 8477 5, $95 HB. Defence Science and Technology Organisation. DSTO Research Library - Melbourne. La Trobe University Library. Borchardt Library, Melbourne (Bundoora) Campus. Forensic and Scientific Services.. Early tissue interactions leading to embryonic lens formation in Xenopus laevis. Henry J, Mittleman J. The matured eye of Xenopus laevis tadpoles produces factors that elicit a lens-forming response in embryonic ectoderm. Henry JJ, Tsonis PA. Based on the person's daily routine or "best times," insist upon a morning or afternoon appointment. If the staff knows the situation, they may be willing to give you an appointment when the office is less crowded or noisy. Consider calling the office before you leave the house to check if the doctor is on time. Never leave the person alone in a waiting room. Consider taking a third person with you who can drive and help keep the person occupied. It is helpful to offer extra reassurance to the person with Alzheimer's because (s)he is away from the familiar environment. http://www.jerseycanada.com/jerseyatlantic/fnt/ultramer.php The global interest in the medicinal potential of plants during the last few decades is therefore quite logical. India is one of the richest countries in the world with regard to diversity of medicinal plants. This short-lived perennial with dark green and glossy leaves is native to Madagascar..

Teaching of Adolescent Reading


Widyaiswara Balai Diklat Keagamaan Palembang

Abstract.Learning with adolescents is what makes teaching spectacular, teachers should increase their ability or teaching competence on and on, Reflection as a practitioner should be a constant. Reading is a complex, purposeful, social and cognitive process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning. Reading is not a technical skill acquired once and for all in the primary grades, but rather a developmental process. A reader’s competence continues to grow through engagement with various types of texts and wide reading for various purposes over a life­time.Key words :Teaching, adolescent, reading competenceChapter II. Preface

The world is getting more and more developed, communication device has come to the most modern one. English language has been becoming one of modern tool to  communicate. either by reading books, magazine and  others. Speaking orally or watching television. it means that teaching people to understand English should be executed well and successful. Including teaching reading for adolescent. Also giving reflective in the teaching.

Teaching reading for adolescent is not easy but it is very hard to do by some teachers. anyhow for English teachers to increase the ability of teaching is a kind of a must or obligation  because teaching reading is also one of the duties that should be done by them. Either they are as English teachers for school or at private institution. Therefore  teachers should increase their ability or teaching competence on and on. So  based on the opinion I hope it will be useful for English teachers to read and comprehend this article.


II. Background

Learning with adolescents is what makes teaching spectacular. We  are always amazed at the energy students bring to class and frequently overcome with an awesome sense of responsibility. If we are going to really teach and ensure learning, we must first be willing to look within ourselves  and be a reflective practitioner. Reflection as a practitioner should be a constant, daily event in our lives. As teachers, we must know and understand why we teach reading the way we do. In order to understand how to teach adolescents, we must not only look within our­selves but learn to listen to sound research and to the students we teach.  we remain open to the possibility that listening to students for guidance in adapting our instruction is both feasible and worthwhile.

III. Problems

When teachers teach reading in the classroom they  do not look within themselves and be reflective practitioner. indeed they must constantly be reflective practitioners, teachers should know why they  teach reading the way they do. In order to understand how to teach adolescents. we remain open to the possibility that listening to students for guidance in adapting our instruction understandable and meaningful.

IV. Objective

The objective of this article written such as are :

1. In order  teachers of English language can comprehend the importance of reflective Practice in the Teaching of Adolescent Reading.

2. To enable teachers of English to implement the way of teaching adolescent.

Chapter II.

A. Reading as a Process

Adolescents already possess knowledge and skills, and they want to participate in literacy practices that are suited to their own lives. I truly believe that literacy is about learning to read the world, so we must assist our students in exploring how to read the world and how to participate in the different situations in their lives. If we are to do that, we must have a sound definition of what reading is and what it looks like for adoles­cents. Then we need to understand what those different situations are or could be. What is it that we are preparing students for? First we must look at a sound definition of reading. According to the National Council of Teachers of English (NCTE) Commission on Reading (2004), :Reading is a complex, purposeful, social and cognitive process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning. Reading is not a technical skill acquired once and for all in the primary grades, but rather a developmental process. A reader’s competence continues to grow through engagement with various types of texts and wide reading for various purposes over a life­time.

I appreciate that the definition speaks to how reading is not acquired with finality in the primary grades, and how we are exposed to various texts throughout our lives. Whether it is reading the booklet that my healthcare provider has sent me, reading a road map, or read­ing my automobile manual to figure out how to change the clock on my radio, I am reading for a purpose and sometimes not very well! So if this is my definition of reading, and I truly believe that we are in this constant process of reading, then how do I help students be thoughtful about the texts they read and prepare them to read for various purposes over a lifetime, and what could those purposes be?

My view of the world is constantly changing based upon my expe­riences in life. One of those experiences happened  after I read The World Is Flat. Reading that book forced me to be reflective about the literacy demands of the twenty-first century and caused me to question myself about how I am helping students meet those demands in the classroom. Changes are occurring in the world for which my students need to be prepared. One of the quotes that began my journey of reflection says that leading from good to great does not mean coming up with the answers and then motivating everyone to fol­low your vision. “It means having the humility to grasp the fact that you do not yet understand enough to have the answers and then to ask the questions that will lead to the best possible insights” (Collins, 2001). I have been approaching my reflections with many ques­tions in order to get that best possible insight. What does it mean to think deeply about something? What does it mean to truly understand and comprehend? Am I modeling higher levels of questioning that deepen students’ understanding? Are my students able to evaluate sources of information, and am I preparing students for jobs that do not yet exist in this global world?

B. Exposure and Practice

Looking deeply at literacy, I do know that it is situational. For example, the way a student acts in the hallway is going to be different than how she acts in the workplace. Not only do we want our adolescents to read well, but we want them to be able to communicate effectively in dif­ferent situations. The literacy demands on students also vary from sub­ject to subject in school. We want them to use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning. Students need to be given opportunities to read diverse texts. We must expose students to various texts and give them ways to express the ideas that they create by performing in different situations. The text can serve as a tool to help students think critically about issues they are faced with on a daily basis. The text can take its reader beyond the confines of her own prior experience and provide her with material and experience from which new ideas can be formulated . The texts that we expose students to do matter. When students are given opportunities to discuss these texts, relationships are built among students, and new ideas emerge. While sharing their own experiences, students begin to be more aware of how they are situated in the world outside of school. That discussion of text is crucial, and this engagement is essential to learning.

C. Metacognition  and  Lived Experiences.

When we are teaching students, it is no surprise that students will be in different places of learning. No matter where they are, we need to teach all our students to be metacognitive thinkers, to think about their own thinking as they read a text. If literacy is culturally framed and defined, and literacy in the twenty-first century is a concern, then ado­lescents need to be able to identify the meaning of texts and create their own personal interpretations. We need to not only teach adoles­cents how to infer and evaluate, analyze, weigh, critique, and rewrite texts not just of literary culture but of popular culture and citizenship but also model those processes for them and with them. Adolescent lit­eracy education is the round table where teachers shape identities and citizens, cultures, and communities (Elkins & Luke, 1999). We ulti­mately want students to be responsible for their own learning, so by showing students how to approach a text with before, during, and after strategies and by releasing that responsibility to them, we will only help build confident readers.

The view of our world looks different for each student. When we are teaching our students how to pull apart text, we must realize that students come from different places, have different backgrounds, and have different experiences. Those experiences are going to constantly change throughout the life of these students. Reading instruction that is effective will help learners make sense of language . Whatever the text may be, students bring a certain amount of lived experiences to that text, and teachers must find a way to assist students in activating that prior knowledge. They are able to comprehend texts when they use prior knowledge to construct meaning (Beers, 2002;

Prior knowledge reflects the experiences, conceptual understandings, attitudes, and values that a student brings to a text; thus it is important to find what connections to personal knowl­edge and experience students are making. Louise Rosenblatt (1982) believed that thought and feeling are legitimate components of literary interpretation. Whether a text is informational or literary, it will demand a response from its reader, building on the meaning that they bring to the learning situation. Making meaning from texts is critical to reading comprehension, and focused discussion about various academic texts can help students learn to read better at the same time that they comprehend and learn more about a specific field

Chapter III.


Constantly being reflective about how to teach adolescents, learning to lis­ten to sound research, and listening to the students we teach assist us in ensuring that our students are ready for the literacy demands of the twenty-first century. If we give our students diverse texts, help them be metacognitive in their learning, and practice in those different situations, we will build on the lived experiences that our students bring to the class­room. Reading is a process, and so is teaching. Being constantly reflective will refine our practice and allow us to look into the mirror more easily. Get to know your students and build relationships with them. Find out where they come from and what their interests are. Let your students get to know you. Where do you come from and what are some of your interests? Students love it when they feel and know that you are learning with them. Build upon the previous experiences of your students and give them opportunities for discussion through various modes of grouping. In addition, do not be afraid to pull from your own experiences to share with students. Teach your students how to be metacognitive with various texts by modeling strategy instruction. You could model through think ­aloud with various texts, such as adolescent picture books, brochures, and so on. Then gradually release that responsibility by letting your students practice. This discussion for students is crucial to deeper understanding.


Alvermann, D. E. (2006, December). Youth in the middle: Our guides to improve literacy instruction? Voices from the Middle,

Applebee, A., Langer, J., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3)

Beers, K. (2002). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.

Collins, J. (2001). Good to great. New York: HarperCollins.

Elkins, J., & Luke, A. (1999, November). Redefining adolescent litera‑
cies. Journal of Adolescent and Adult Literacy, 43(3)

National Council of Teachers of English Commission on Reading. (2004, April). On reading, learning to read, and effective reading instruction: An overview of what we know and how we know it. Retrieved October 31, 2006,


You can leave a response, or trackback from your own site.

Leave a Reply