ABSTRACT
In this chapter, the authors begin by making a case for why English/language arts teachers in secondary schools should provide instruction in reading. In particular, we call on recent aggregated research that indicates substantive connections between reading and knowledge construction, language acquisition, and cultural identity construction well into adolescence. Echoing the work of many other researchers in the field of adolescent reading, the authors argue for immersing complex text in reading, writing, speaking, and listening. To do so, they suggest a number of generic activities that fit well into Before, During, and After (BDA) and Scaffolded Reading Experience (SRE) approaches. Importantly, sociocultural factors, particularly gender and race, as they transact with reading are discussed. The chapter concludes with two examples of BDA/SRE activities
