The authors describe a model of connected reading, which places adolescent readers within a broader reading community and recognizes different textual forms, including digital texts. They draw on the National Council of Teachers of English policy statement Reading Instruction for All Students to provide examples of what teachers are teaching and what students are reading; explore the idea of digital reading; and describe who adolescent readers are and how they select and respond to texts in and outside of school, as their reading practices shift to more digital devices. They discuss the kinds of digital texts readers encounter and the practices involved; adolescent readers' complex reading practices as influenced by digital devices, as well as their relationship with print media; ideas to augment instruction of print texts using digital tools, focusing on connected reading principles; developing connected reading practices with digital texts; and implications for connected reading instruction and assessment. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)
