Literacy Books
Northwestern University Press When Russia Learned to Read Literacy and Popular
Book SynopsisLate Imperial Russia's revolution in literacy touched nearly every aspect of daily life and culture, from social mobility and national identity to the sensibilities and projects of the country's writers. This title tells the story of this profound transformation of culture, custom and belief.Table of ContentsUses of Literacy; Primary Schooling; The Literature of the Lubok; Periodicals, Installment Adventures and Potboilers; Bandits - Ideas of Freedom and Order; Nationalism and National Identity; Science and Superstition; Success; The Educated Response - Literature for the People.
£22.36
University of Pittsburgh Press What It Means to Be Literate
a huge range and FREE tracked UK delivery on ALL orders.
£48.19
University of Pittsburgh Press Pedagogy Disturbing History 18191929 Composition Literacy and Culture
Book SynopsisMariolina Salvatori presents an anthology of documents that examine the evolution of American education in the nineteenth century and meaning of the word pedagogy.Trade ReviewAnyone who is interested in contemporary appropriations of pedagogy-for whatever reason-must take a look at Salvatori's book.... Eye-opening reading.-CCC
£46.10
University of Pittsburgh Press Language Of Experience
Book SynopsisRelying on Gestalt theory, this work describes the relationship between literacy and change in both personal and social situations. It presents historical and contemporary case studies, emphasizing the ways language interacts with perception.
£42.63
University of Pittsburgh Press ReWriting Craft
a huge range and FREE tracked UK delivery on ALL orders.
£38.95
University of Pittsburgh Press The Evolution of College English
£40.50
University of Pittsburgh Press Interests and Opportunities
£38.95
University of Pittsburgh Press Producing Good Citizens
Book SynopsisRecent global security threats, economic instability and political uncertainty have placed great scrutiny on the requirements for U.S. citizenship. The stipulation of literacy has long been one of these criteria. In Producing Good Citizens, Amy J. Wan examines the historic roots of this phenomenon, looking specifically to the period just before World War I, up until the Great Depression.
£42.63
University of Pittsburgh Press South Asian in the MidSouth
Book SynopsisWinner, 2017 CCCC Advancement of Knowledge Award Iswari P. Pandey looks deeply into the South Asian community in Mid-South America to track the migration of literacies, showing how different meaning-making practices are adapted and reconfigured for cross-language relations and cross-cultural understanding.
£42.63
University of Pittsburgh Press On the End of Privacy
Book SynopsisThe Anxiety of Transparency in an Age of Electronic Innovation and Intrusion
£31.05
Association of College & Research Libraries Practicing Privacy Literacy in Academic Librarie
Book SynopsisCovers topics including privacy literacy frameworks; digital wellness; embedding a privacy review into digital library workflows; privacy pedagogy; and promoting privacy literacy and positive digital citizenship through credit-bearing courses, co-curricular partnerships, and faculty development and continuing education initiatives.Table of ContentsDedication Preface Alexandria Chisholm Acknowledgments Introduction Alexandria Chisholm Part I. What Is Privacy Literacy? Chapter 1. Privacy as Respect for Persons: Reimagining Privacy Literacy with the Six Private I’s Privacy Conceptual Framework Sarah Hartman-Caverly and Alexandria Chisholm Chapter 2. Data Is Not a Mirror: A Privacy-Digital Wellness Model as Preservation of the Incomputable Self Alexandria Chisholm Chapter 3. Developing a Privacy Research Lab: Activities and Impact of Prilab Mary Francis and Dustin Steinhagen Part II. Protecting Privacy Chapter 4. Protecting Patron Privacy in Access Services: Looking at the Laws Jamie Marie Aschenbach Chapter 5. Putting Privacy into Practice: Embedding a Privacy Review into Digital Library Workflows Virginia Dressler Chapter 6. Libraries, Privacy, and Surveillance Capitalism: The Looming Trouble with Academia and Invasive Information Technologies Andrew Weiss Part III. Educating About Privacy Chapter 7. The Promise of Theory-Informed Pedagogy: Building a Privacy Literacy Program Alexandria Chisholm and Sarah Hartman-Caverly Chapter 8. Preparing the Next Generation of Privacy Leaders?: The Intersection of Business Ethics and Privacy Education Emily Mross Chapter 9. Our Students Are Online Consumers: Using Privacy Literacy to Challenge Price Discrimination Joshua Becker Chapter 10. Privacy Literacy and Engineering Paul McMonigle and Lori Lysiak Chapter 11. Teaching Privacy Using Learner-Centered Practices in a Credit-Bearing Context Scott W. H. Young and Sara Mannheimer Chapter 12. Amplifying Student Voices: Developing a Privacy Literacy Conversation Melissa N. Mallon and Andrew Wesolek Part IV. Advocating for Privacy Chapter 13. Understanding Student Perspectives on Learning Analytics to Enable Privacy Advocacy and Policy Design Michael R. Perry, Andrew D. Asher, Kristin A. Briney, Mariana Regalado, Abigail Goben, Maura A. Smale, Dorothea Salo, and Kyle M. L. Jones Chapter 14. Building a Culture of Privacy through Collaborative Policy Development Margaret Heller Chapter 15. Privacy Pedagogy: Aligning Privacy Advocacy with Course Design Standards Lindsey Wharton, Liz Dunne, and Adam Beauchamp Chapter 16. What Successful Students Know: Promoting Privacy Literacy and Positive Digital Citizenship through Credit-Bearing Courses and Co-Curricular Partnerships Theresa McDevitt, Crystal Machado, Melissa Calderon, Jaqueline McGinty, Jennifer McCroskey, and Ann Sesti Chapter 17. Lateral Privacy Literacy: Peer-led Professional Privacy Literacy Learning Experiences Sarah Hartman-Caverly Conclusion. Privacy Work is Library Work Sarah Hartman-Caverly About the Authors
£72.00
John Wiley and Sons Ltd Literacy
Book SynopsisThis introduction to the expanding field of literacy studies has been fully revised for the second edition. It explores recent developments and new research that has contributed to our understanding of literacy practices, reflecting on the interdisciplinary growth of the study of reading and writing over the past decade. An introductory textbook on the growing field of literacy studies, fully updated for the new edition Includes new sections detailing recent completed studies of literacy practices, and the use of new technologies Distinguishes between the competing definitions of literacy in contemporary society, and examines the language and learning theories which underpin new views of literacy Now features additional material on cross-cultural perspectives, US-based examples, and information detailing current educational policTrade Review"David Barton is a major player in the rapidly expanding field of literacy studies. In the first edition of Literacy, he brought to the attention of new audiences the research and approaches to literacy signalled by terms such as 'social practice', 'ethnographic', 'situated', and 'embedded' literacies. His own 'ecological' approach provides a coherent and insightful way of bringing together such understandings across many fields. This book will be an invaluable companion to all of those interested in literacy - policy makers, teachers, academics, and journalists - and it will continue to challenge many of the dominant stereotypes with which they otherwise have to work." Brian V. Street, King's College London "I have profited in my own thinking about literacy from this book... It is a marvellous achievement." Michael Cole, University of Californina, San Diego (of the previous edition) Table of ContentsPreface. Preface to first edition. Chapter 1. An Integrated Approach to Literacy. Introduction. Literacy in Everyday Life. The Study of Literacy. Outline of the Book. Chapter 2. Talking About Literacy. Metaphors for Literacy. Theories and Metaphors. Metaphors and thinking. Definitions of Literacy. Literacy Studies. Looking for a metaphor. The ecological metaphor. Chapter 3. The Social Basis of Literacy. Practices and Events. Literacies and Domains. Broader Social Relations. Literacy as Communication. Literacy as Thought. Values and Awareness. Individual History. Social History. Chapter 4. Researching Literacy Practices. Researching Literacy as Social Practice. Research Methods. Local and Community Literacy Practices. Multilingual Literacy Practices. Literacy is Gendered. Workplace Literacy Practices. The Social Patterning of Literacy Practices. Chapter 5. Literacy Embedded in Language. Literacy and Language. From registers to genres and discourses. Texts and intertextuality. Taking Meaning from Texts. Language Mediates. Chapter 6. Configurations of Language. Written and Spoken Language are Different. Continua from Written to Spoken. Configurations of Language. Decontextualized and Explicit?. Chapter 7. Writing Systems and Other Notations. Writing Systems. Comparing writing systems. Other Notations. Chapter 8. Points in History. Introduction. The Archaeology of Literacy. What is writing?. Earlier forms of symbolic representation. Early uses of writing. Literacy and Historical Change. Writing as evolution. Evolution towards the alphabet?. Contact and change. A Social History of Literacy. The development of printing. The development of a literate culture. Chapter 9. The Roots of Literacy. Introduction. Approaches to Learning. Learning to Speak. Chapter 10. Emergent Literacy. Reading to Children. Literacy Events. Writing. Knowing about Literacy. Chapter 11. Public Definitions of Literacy. The Skill of Reading. Writer as Scribe and as Author. The Literary View of Literacy. The Professional Writer. Chapter 12. School Practices. Introduction. What Goes On in Schools. Talk around texts. From home to school. Literacy as Language. Chapter 13. Adults and World Literacy. Introduction. Functional Literacy. Not Literate in a Literate World. Industrialized Countries. Language Issues in Adult Literacy. Chapter 14. Some Implications of an Ecological View. Literacy in Education. Global Literacy. Notes. References. Index.
£89.25
John Wiley and Sons Ltd Literacy
Book SynopsisThis introduction to the expanding field of literacy studies has been fully revised for the second edition. It explores recent developments and new research that has contributed to our understanding of literacy practices, reflecting on the interdisciplinary growth of the study of reading and writing over the past decade. An introductory textbook on the growing field of literacy studies, fully updated for the new edition Includes new sections detailing recent completed studies of literacy practices, and the use of new technologies Distinguishes between the competing definitions of literacy in contemporary society, and examines the language and learning theories which underpin new views of literacy Now features additional material on cross-cultural perspectives, US-based examples, and information detailing current educational policTrade Review"David Barton is a major player in the rapidly expanding field of literacy studies. In the first edition of Literacy, he brought to the attention of new audiences the research and approaches to literacy signalled by terms such as 'social practice', 'ethnographic', 'situated', and 'embedded' literacies. His own 'ecological' approach provides a coherent and insightful way of bringing together such understandings across many fields. This book will be an invaluable companion to all of those interested in literacy - policy makers, teachers, academics, and journalists - and it will continue to challenge many of the dominant stereotypes with which they otherwise have to work." Brian V. Street, King's College London "I have profited in my own thinking about literacy from this book... It is a marvellous achievement." Michael Cole, University of Californina, San Diego (of the previous edition) Table of ContentsPreface. Preface to first edition. Chapter 1. An Integrated Approach to Literacy. Introduction. Literacy in Everyday Life. The Study of Literacy. Outline of the Book. Chapter 2. Talking About Literacy. Metaphors for Literacy. Theories and Metaphors. Metaphors and thinking. Definitions of Literacy. Literacy Studies. Looking for a metaphor. The ecological metaphor. Chapter 3. The Social Basis of Literacy. Practices and Events. Literacies and Domains. Broader Social Relations. Literacy as Communication. Literacy as Thought. Values and Awareness. Individual History. Social History. Chapter 4. Researching Literacy Practices. Researching Literacy as Social Practice. Research Methods. Local and Community Literacy Practices. Multilingual Literacy Practices. Literacy is Gendered. Workplace Literacy Practices. The Social Patterning of Literacy Practices. Chapter 5. Literacy Embedded in Language. Literacy and Language. From registers to genres and discourses. Texts and intertextuality. Taking Meaning from Texts. Language Mediates. Chapter 6. Configurations of Language. Written and Spoken Language are Different. Continua from Written to Spoken. Configurations of Language. Decontextualized and Explicit?. Chapter 7. Writing Systems and Other Notations. Writing Systems. Comparing writing systems. Other Notations. Chapter 8. Points in History. Introduction. The Archaeology of Literacy. What is writing?. Earlier forms of symbolic representation. Early uses of writing. Literacy and Historical Change. Writing as evolution. Evolution towards the alphabet?. Contact and change. A Social History of Literacy. The development of printing. The development of a literate culture. Chapter 9. The Roots of Literacy. Introduction. Approaches to Learning. Learning to Speak. Chapter 10. Emergent Literacy. Reading to Children. Literacy Events. Writing. Knowing about Literacy. Chapter 11. Public Definitions of Literacy. The Skill of Reading. Writer as Scribe and as Author. The Literary View of Literacy. The Professional Writer. Chapter 12. School Practices. Introduction. What Goes On in Schools. Talk around texts. From home to school. Literacy as Language. Chapter 13. Adults and World Literacy. Introduction. Functional Literacy. Not Literate in a Literate World. Industrialized Countries. Language Issues in Adult Literacy. Chapter 14. Some Implications of an Ecological View. Literacy in Education. Global Literacy. Notes. References. Index.
£35.10
Stanford University Press UNESCO and the Fate of the Literary
Book SynopsisA case study of one of the most important global institutions of cultural policy formation, UNESCO and the Fate of the Literary demonstrates the relationship between such policymaking and transformations in the economy. Focusing on UNESCO's use of books, Sarah Brouillette identifies three phases in the agency's history and explores the literary and cultural programming of each. In the immediate postwar period, healthy economies made possible the funding of an infrastructure in support of a liberal cosmopolitanism and the spread of capitalist democracy. In the decolonizing 1960s and '70s, illiteracy and lack of access to literature were lamented as a "book hunger" in the developing world, and reading was touted as a universal humanizing value to argue for a more balanced communications industry and copyright regime. Most recently, literature has become instrumental in city and nation branding that drive tourism and the heritage industry. Today, the agency largely treats high literature as a commercially self-sustaining product for wealthy aging publics, and fundamental policy reform to address the uneven relations that characterize global intellectual property creation is off the table. UNESCO's literary programming is in this way highly suggestive. A trajectory that might appear to be one of triumphant success—literary tourism and festival programming can be quite lucrative for some people—is also, under a different light, a story of decline.Trade Review"Brouillette brings to our attention a signal institution of postwar global culture, one that has been all but entirely ignored in previous studies of world literature. In her impressive and bracingly severe account, UNESCO becomes an institutional lens through which we can see the much larger and more powerful set of economic realities that have shaped our sense of what role literature should play in the world at large."—Mark McGurl, Stanford University"This book adds another dimension to Brouillette's already impressive scholarship on postcolonial literature and the global economic downturn. With bracingly rigorous yet refreshingly traditional methodology, she provides a bravura demonstration of nuanced, non-reductive Marxist analysis."—Stephen Schryer, University of New Brunswick"In her probe of UNESCO's transformations, Sarah Brouillette skewers the complacency of the reading class. Readers of this book, all of whom will be members of this class, will be enlightened, troubled, and perhaps mortified by their participation in the consolations of the literary world, including its most critical and politically aware corners. Brouillette's analysis is both necessary and devastating."—Wendy Griswold, Northwestern University"Sarah Brouillette's excellent new book, UNESCO and the Fate of the Literary, grounds the category of 'world literature' in the only literary institution capable of matching the concept's scale....[Her] book is a powerful argument for the modest power of literature, however long it lasts."—Christopher Findeisen, Los Angeles Review of BooksTable of ContentsIntroduction 1. UNESCO's Collection of Representative Works 2. America's Postwar Hegemony 3. Cultural Policy and the Perils of Development 4. Book Hunger 5. Policy Making for the Creative Industries Today 6. Pirates and Pipe Dreams Conclusion
£86.40
Stanford University Press UNESCO and the Fate of the Literary
Book SynopsisA case study of one of the most important global institutions of cultural policy formation, UNESCO and the Fate of the Literary demonstrates the relationship between such policymaking and transformations in the economy. Focusing on UNESCO's use of books, Sarah Brouillette identifies three phases in the agency's history and explores the literary and cultural programming of each. In the immediate postwar period, healthy economies made possible the funding of an infrastructure in support of a liberal cosmopolitanism and the spread of capitalist democracy. In the decolonizing 1960s and '70s, illiteracy and lack of access to literature were lamented as a "book hunger" in the developing world, and reading was touted as a universal humanizing value to argue for a more balanced communications industry and copyright regime. Most recently, literature has become instrumental in city and nation branding that drive tourism and the heritage industry. Today, the agency largely treats high literature as a commercially self-sustaining product for wealthy aging publics, and fundamental policy reform to address the uneven relations that characterize global intellectual property creation is off the table. UNESCO's literary programming is in this way highly suggestive. A trajectory that might appear to be one of triumphant success—literary tourism and festival programming can be quite lucrative for some people—is also, under a different light, a story of decline.Trade Review"Brouillette brings to our attention a signal institution of postwar global culture, one that has been all but entirely ignored in previous studies of world literature. In her impressive and bracingly severe account, UNESCO becomes an institutional lens through which we can see the much larger and more powerful set of economic realities that have shaped our sense of what role literature should play in the world at large."—Mark McGurl, Stanford University"This book adds another dimension to Brouillette's already impressive scholarship on postcolonial literature and the global economic downturn. With bracingly rigorous yet refreshingly traditional methodology, she provides a bravura demonstration of nuanced, non-reductive Marxist analysis."—Stephen Schryer, University of New Brunswick"In her probe of UNESCO's transformations, Sarah Brouillette skewers the complacency of the reading class. Readers of this book, all of whom will be members of this class, will be enlightened, troubled, and perhaps mortified by their participation in the consolations of the literary world, including its most critical and politically aware corners. Brouillette's analysis is both necessary and devastating."—Wendy Griswold, Northwestern University"Sarah Brouillette's excellent new book, UNESCO and the Fate of the Literary, grounds the category of 'world literature' in the only literary institution capable of matching the concept's scale....[Her] book is a powerful argument for the modest power of literature, however long it lasts."—Christopher Findeisen, Los Angeles Review of BooksTable of ContentsIntroduction 1. UNESCO's Collection of Representative Works 2. America's Postwar Hegemony 3. Cultural Policy and the Perils of Development 4. Book Hunger 5. Policy Making for the Creative Industries Today 6. Pirates and Pipe Dreams Conclusion
£23.39
Brookes Publishing Co Unlocking Literacy: Effective Decoding and
Book SynopsisThe updated second edition of Unlocking Literacy is here—and now pre- and inservice educators will have the very latest research and practical guidance on teaching good reading and spelling skills. Developed for general and special educators of students from prekindergarten to middle school and beyond, the new edition of this bestselling textbook arms teachers with the most recent developments in reading research and shows them how to apply their knowledge in the classroom to help all students learn.
£36.51
Brookes Publishing Co Early Childhood Literacy: The National Early
Book SynopsisWhat are today’s best practices in early literacy instruction—and what should schools and programs focus on in the near future? More than 20 of the biggest names in early literacy research explore the answers in this essential volume for program directors, administrators, and curriculum developers. Using the landmark National Early Literacy Panel (NELP) Report as a starting point, this accessible book breaks the report down into key takeaways, recommends future directions in policy and practice, and tackles emerging issues and new research not addressed in the NELP report. Readers will get balanced, insightful analyses of the latest research on: Identification of early literacy learning needs Phonological awareness and print knowledge Comprehension development Effective book sharing with young children Curriculum-based language interventions The effect of socio-emotional development on academic outcomes Pre-K curricula (including which ones show clear evidence of positive effects) The role of home and parent programs in children’s literacy development Early literacy intervention for young children with special needs A critical volume that sets the stage for positive change, this important book is a must for every leader in early education. Readers will come away with a nuanced understanding of key issues and recommended practices—knowledge they’ll use to drive their decision-making and strengthen early literacy outcomes for young children.
£29.71
Brookes Publishing Co Accelerating Language Skills and Content
Book SynopsisStudents in early childhood settings don’t always get the benefits of shared book reading - a strategy proven to boost language skills and content knowledge. Prepare the next generation of teachers to make the most of shared reading with this accessible textbook, a complete guide to building vocabulary-rich science and social studies lessons and discussions around storybooks and informational texts. Field-tested with children in high-poverty school settings, this instructional approach is valuable for any young learners at risk for comprehension difficulties.This concise book presents the authors’ proven, empirically based “Project WORLD” (Words of Oral Reading and Language Development) framework for integrating shared book reading into the classroom. Offering both big-picture curriculum design principles and specific instructional strategies, this text gives teachers the know-how they need to accelerate language skills, vocabulary development, and high-priority science and social studies content knowledge for all young children. Ideal for preservice teacher education courses and in-service professional development!This accessible textbook prepares early childhood educators to teach vocabulary-rich science and social studies lessons through shared book reading. Presents a complete framework for boosting language skills and content knowledge.GET TEACHERS READY TO: Use the most effective shared book reading and vocabulary practices Teach new vocabulary while introducing key science and social studies concepts Align vocabulary instruction with content standards and objectives Stimulate and expand children’s oral language abilities via interactive book discussions Implement a framework tested in collaboration with Head Start and preschool teachers Choose their own books and vocabulary words to teach Design lesson plans that get results Build a strong foundation for children’s future success in science and social studies Advance learning with proven teaching techniques, such as multiple exposures to words and connected concepts and strategies Successfully teach both English language learners and native English speakers PRACTICAL MATERIALS: A step-by-step Shared Book Reading Instructional Unit Planner, sample vocabulary words with child-friendly definitions, real-life classroom vignettes with embedded instructional techniques and suggestions, examples of appropriate storybooks and informational texts paired by science or social studies themes, and tools to support teachers’ content vocabulary instruction.
£29.71
Brookes Publishing Co The Power of RTI and Reading Profiles: A
Book SynopsisThis one-of-a-kind text explains why RTI is today’s best approach for preventing reading difficulties—and how research on reading profiles can enhance the power of RTI. For practitioners, the book provides a complete, evidence-based blueprint for using RTI and reading profiles in tandem to plan effective core literacy instruction and help struggling readers in Grades K-6, whether they have disabilities or issues related to experience (e.g., ELLs, children from poverty backgrounds). For researchers and policymakers, the book describes ways to help ensure higher reading achievement for every student, including improvements in core reading instruction, use of RTI practices and the Common Core State Standards, and teacher preparation.READERS WILL understand why RTI is the best approach for preventing reading difficulties—and why RTI should be used in identification of learning disabilities learn how diverse reading problems can be understood in relation to poor reader profiles discover how to make sound, research-based decisions about core reading curricula, interventions, and RTI practices such as universal screening explore the most effective interventions for key components of reading and language learn to identify and address word recognition difficulties, comprehension difficulties, and “mixed” reading problems involving both decoding and comprehension clarify which skills and knowledge every teacher of reading should have examine ways to better prepare educators to teach at-risk readers PRACTICAL MATERIALS:The case studies and practical examples cover a broad range of reading problems and help make the latest research findings applicable to everyday practice.
£38.21
Brookes Publishing Co Fundamentals of Literacy Instruction &
Book SynopsisPrepare future educators to strengthen the literacy skills of students in Grades 6 – 12 with this introductory reading textbook, based on the latest research, the Common Core Standards, and recommended instructional practices. The perfect first text on adolescent literacy, this expertly organised volume covers all the fundamentals of how reading and writing skills develop in older students and how to teach literacy within key academic content areas: language arts, math, science, and history.More than 20 of today’s top authorities give educators the solid, practical background knowledge they’ll need for the rest of their careers, as they shape the next generation of confident readers and writers. Prepare Future Educators to: Teach the fundamental components of literacy, with special emphasis on fluency, vocabulary, and comprehension Address the Common Core State Standards Prepare students for college and career by teaching literacy in content areas Differentiate instruction for struggling students and English language learners Implement the highly effective RTI model and other multi-tiered systems of support Apply evidence-based instructional strategies in the classroom Use current legislation to inform classroom instruction
£56.00
Modern Language Association of America Beyond Fitting In: Rethinking First-Generation
Book SynopsisGuidance on teaching writing to first-generation college students.Beyond Fitting In interrogates how the cultural capital and lived experiences of first-generation college students inform literacy studies and the writing-centered classroom. Essays, written by scholar-teachers in the field of rhetoric and composition, discuss best practices for teaching first-generation students in writing classrooms, centers, programs, and other environments. The collection considers how first-gen students of different demographics interact with and affect literacy instruction in a variety of public and private, rural and urban schools offering two- or four-year programs, including Hispanic-serving institutions, historically Black colleges and universities, and public research universities. By exploring the experiences of students, teachers, writing program administrators, and writing center directors, the volume gives readers an inside view of the practices and structures that shape the literacy of first-generation students.
£84.75
Information Age Publishing Expanding Literacy Practices Across Multiple
Book SynopsisLiteracy practices have changed over the past several years to incorporate modes of representation much broader than language alone, in which the textual is also related to the visual, the audio, the spatial, etc. This book focuses on research and instructional practices necessary for integrating an expanded view of literacy in the classroom that offers multiple points of entry for all students. Projects highlighted in this book incorporate multiple modes of communication (e.g., visual, aural, textual) through various digital and print-based written formats. In addition, this book particularly focuses on the possibilities that this expanded view of literacy holds for emergent to advanced bilingual students and specific scaffolds necessary for supporting them. Our focus is specifically multilingual students as classrooms across the United States and other English-speaking countries around the world become more and more diverse. The book considers educators as active participants in social change and contributors to our overall goal of social justice for all. This book grew out of work conducted by doctoral students and former doctoral students, now faculty at various universities, from the Language and Literacy Learning in Multilingual Settings (LLLMS) specialization in the Department of Teaching and Learning at the School of Education and Human Development at the University of Miami, Florida. The most outstanding feature of this work is the breadth of examples for integrating literacy in the classroom, as well as the specific instructional strategies provided for supporting multilingual students. This volume is unique in tackling both literacy and specific scaffolding for multilingual students. Additionally, the chapters here collectively aim to go beyond describing research to also provide a variety of classroom connections for practitioners and implications for teacher education.Table of Contents Preface Teaching Multimodal Practices to Multilingual Elementary Students through Picture Books Exploring Multimodal Representations of Words in a Fourth-Grade English Language Arts Teacher Guide to Support Emergent Bilinguals’ Vocabulary Instruction Using Multimodal Practices to Support Students’ Access to Academic Language and Content in Spanishand English The Power of Working Together: Research on Collaborative Writing and Implications for Practice Translanguaging Writing Practices and Implications for Multilingual Students Scaffolding Multimodal Composing in the Multilingual Classroom Writing for Social Justice: A Promising Practice for Culturally and Linguistically Diverse Adolescents Contributor Biographies.
£42.46
Information Age Publishing Expanding Literacy Practices Across Multiple
Book SynopsisLiteracy practices have changed over the past several years to incorporate modes of representation much broader than language alone, in which the textual is also related to the visual, the audio, the spatial, etc. This book focuses on research and instructional practices necessary for integrating an expanded view of literacy in the classroom that offers multiple points of entry for all students. Projects highlighted in this book incorporate multiple modes of communication (e.g., visual, aural, textual) through various digital and print-based written formats. In addition, this book particularly focuses on the possibilities that this expanded view of literacy holds for emergent to advanced bilingual students and specific scaffolds necessary for supporting them. Our focus is specifically multilingual students as classrooms across the United States and other English-speaking countries around the world become more and more diverse. The book considers educators as active participants in social change and contributors to our overall goal of social justice for all. This book grew out of work conducted by doctoral students and former doctoral students, now faculty at various universities, from the Language and Literacy Learning in Multilingual Settings (LLLMS) specialization in the Department of Teaching and Learning at the School of Education and Human Development at the University of Miami, Florida. The most outstanding feature of this work is the breadth of examples for integrating literacy in the classroom, as well as the specific instructional strategies provided for supporting multilingual students. This volume is unique in tackling both literacy and specific scaffolding for multilingual students. Additionally, the chapters here collectively aim to go beyond describing research to also provide a variety of classroom connections for practitioners and implications for teacher education.Table of Contents Preface Teaching Multimodal Practices to Multilingual Elementary Students through Picture Books Exploring Multimodal Representations of Words in a Fourth-Grade English Language Arts Teacher Guide to Support Emergent Bilinguals’ Vocabulary Instruction Using Multimodal Practices to Support Students’ Access to Academic Language and Content in Spanishand English The Power of Working Together: Research on Collaborative Writing and Implications for Practice Translanguaging Writing Practices and Implications for Multilingual Students Scaffolding Multimodal Composing in the Multilingual Classroom Writing for Social Justice: A Promising Practice for Culturally and Linguistically Diverse Adolescents Contributor Biographies.
£78.20
Information Age Publishing Literacy Instruction for Students with Emotional
Book SynopsisThe purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.
£41.95
Information Age Publishing Literacy Instruction for Students with Emotional
Book SynopsisThe purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.
£79.00
Brookes Publishing Co Effective Literacy Instruction for Learners with
Book SynopsisWhat are today’s best methods for teaching literacy skills to students with complex support needs—including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book Effective Literacy Instruction for Students with Moderate or Severe Disabilities, this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. You’ll discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. You’ll also get the guidance you need to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life. Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K–12 increase access to literacy and prepare all learners for successful communication, employment, and community life.WHAT’S NEW• New section on literacy as a human right for all learners (the “why” of instruction) • Chapters on how to design engaging learning environments • Cutting-edge guidance on today’s assistive technology and augmentative and alternative communication • A dedicated chapter on how to use national and state standards in designing instruction• Recommendations for adapting books and other materials to increase all learners’ access• Chapters on combining literacy and the arts to enhance student engagement • More on literacy beyond high school, including community-based learning opportunities
£42.46
Brookes Publishing Co Speech to Print: Language Essentials for Teachers
Book SynopsisFor two decades, Speech to Print has been a bestselling, widely adopted textbook on explicit, high-quality literacy instruction. Now the anticipated third edition is here, fully updated with ten years of new research, a complete package of supporting materials, and expanded guidance on the how of assessment and instruction in today's classrooms.Filling a critical gap in teacher preparation courses, Speech to Print supplies K-12 educators with in-depth knowledge of the structure and function of language—fundamentals they need to deliver successful structured literacy instruction. Renowned literacy expert Louisa Cook Moats gives current and future teachers comprehensive, accurate, and accessible information on the underpinnings of language instruction, including:- the history of the English language and its effect on spelling- English phonology, including speech sounds and their distinctive features- how print represents speech in English- the morphological aspects of words- syntax and its instruction- how meaning is conveyed with languageThrough case studies, activities, recommended teaching principles, and close analysis of real-world student work samples, teachers will also receive invaluable insight into how their students should be taught. Ideal for use in pre-service courses and in-service professional development sessions, this essential textbook will give educators the strong foundation they need to teach language and reading skills to students with and without disabilities.WHAT'S NEW:- New and expanded practical content on the how of language and reading instruction- New and updated chapter exercises- New faculty support materials- More on key topics like program and curricula selection, frameworks for instructional planning, and problem solving when students are slow to respond to intervention- More accessible, undergraduate-friendly tone and structure- Additional graphics to illustrate key concepts
£40.46
Brookes Publishing Co The Reading Comprehension Blueprint: Helping
Book SynopsisComprehension is a primary ingredient of reading success—but most educators aren't taught how to deliver structured comprehension instruction in their classrooms. K–8 teachers will find the guidance they need in this groundbreaking professional resource from Nancy Hennessy, former IDA President and an expert on reading comprehension. Meticulously researched and masterfully organized, this book offers a clear blueprint for understanding the complexities of reading comprehension and delivering high-quality, evidence-based instruction that helps students construct meaning from challenging texts.,br>Aligned with the science of reading and IDA's Structured Literacy approach, this book is a must for in-service educators and an ideal supplement to pair with core literacy textbooks. Today's teachers will get the essential knowledge and practical tools they need to help every student become a proficient reader—and build a strong foundation for school success.Educators will: Get critical background knowledge.Synthesizing decades of research on reading comprehension, this book provides educators with all the fundamentals they need to teach this key component of reading proficiency. Master the blueprint. Teachers will get a complete framework for organizing instruction, aligned with the language comprehension strands of Scarborough's Reading Rope. In-depth chapters are devoted to each facet of reading comprehension, including vocabulary, syntax and sentence comprehension, text structures, background knowledge, and levels of understanding and inference. Make it work in the classroom. Educators will find practical guidance and tools for planning their units and lessons, adapting to the needs of individual students, and assessing student progress. (An interactive book study guide makes this book easy to use as a professional development resource.) Practical materials: To help them apply the science of reading comprehension and design high-quality instruction, teachers will get classroom activities, sample lesson plans, and questions that help them reflect on and strengthen their practices. The photocopiable teaching resources, including unit and lesson plan organizers, can be used again and again in the classroom.Table of Contents About the Downloads About the Author Foreword— Louisa Cook Moats, Ed.D. Preface Acknowledgments Section I The Nature of Reading Comprehension Chapter 1 Dimensions of Skilled Reading: Connecting to Educators' Critical Background Knowledge Chapter 2 Viewpoints on Reading Comprehension Section II The Blueprint Chapter 3 The Blueprint for Reading Comprehension Instruction Chapter 4 The Blueprint for Vocabulary Chapter 5 The Blueprint for Syntax and Sentence Comprehension Chapter 6 The Blueprint for Text Structures Chapter 7 The Blueprint for Background Knowledge Chapter 8 The Blueprint for Levels of Understanding and Inference Section III Implementation Chapter 9 The Blueprint: Making It Work Appendix: Instructional Tools and Templates Index
£42.46
Brookes Publishing Co Next STEPS in Literacy Instruction: Connecting
Book SynopsisAfter a universal screening assessment, how can K–6 educators translate the results into evidence-based instruction, targeted interventions, and improved reading outcomes? The timely new edition of this bestselling book has clear and practical answers. Fully updated with the latest reading research and models, this teacher-friendly planning guide matches the items of today’s most popular reading assessments with Tiers 1, 2, and 3 interventions, strategies, and activities that help struggling readers succeed.Aligned with the science of reading and extensively field tested, this guidebook is built around the National Reading Panel’s big five ideas: phoneme awareness, phonics, fluency, reading comprehension, and vocabulary. Teachers will get a concise introduction to each component, assessment options for each, specific strategies for connecting assessment findings to lesson planning, and dozens of practice activities to incorporate into small-group and whole-group instruction. Packed with strategies, scenarios, and planning worksheets, this book helps classroom teachers and reading specialists take action after assessments, make data-driven decisions, and plan differentiated instruction that makes a real difference for struggling readers.WHAT’S NEW New focus on today’s most widely used assessments: DIBELS 8th Edition, Acadience Reading K-6, easyCBM, and aimswebPlus Convenient charts with clear summaries of the assessments 90+ new and updated activities specially designed for use with struggling readers during whole-class or small-group instruction Practical guidance on implementing instruction and intervention within MTSS Explicit connections to the science of reading, Structured Literacy, Scarborough’s Reading Rope, and Ehri’s phases of word reading development New online materials: a quick-reference Assessment Guide, a handy online resources list, and 20+ pages of downloadable worksheets, planning guides, and templates for classroom use Table of Contents About the Authors About the Downloads Preface AcknowledgementsI Introduction Chapter 1: Introduction To Next STEPS Chapter 2: Using Next STEPS To Teach Struggling ReadersII Applying STEPS to the Components of Reading Chapter 3: Phoneme Awareness Chapter 4: Phonics—Decoding, Encoding, And Word Recognition Chapter 5: Fluency Chapter 6: Reading Comprehension Chapter 7: VocabularyIII Weaving It All Together Chapter 8: Weaving Elements Together For A Lifetime Of Reading Appendix A: Quick Revealing Phoneme Awareness Tool (QRPAT) Appendix B: Acadience Reading CFOL Checklist Glossary References Index
£38.21
Brookes Publishing Co The Reading Comprehension Blueprint Activity
Book SynopsisGrounded in the science of reading, this book is a practical field guide to intentional instruction that enhances reading comprehension skills for all learners. The activity book covers every section of the Blueprint: vocabulary, syntax and sentence comprehension, text structures, background knowledge, and levels of understanding and inference as well as expression of understanding. For each of these critical areas, this activity book gives educators: Clear and concise guidance on the what, why, and how of instruction Sample lesson plans that teachers can use as models for their own Instructional activities that help students build key skills needed for comprehension Ready-to-use tips for successful teaching "Try This" activities that help teachers reflect on and hone their instruction Supports for diverse learners, including students with learning disabilities and English language learners Reader-friendly definitions of important terms Links to multimedia content for further learning Perfect for professional development, this hands-on resource can be studied by individual educators, discussed in small groups, or used as the focus for a training program or learning community. A must-have for current and future K-8 educators, reading specialists, and other practitioners, this activity book helps teachers apply their knowledge of structured comprehension instruction in their classrooms—and strengthen reading success for every learner.Table of Contents About the Online Companion Materials About the Authors Acknowledgements Dedication Introduction Chapter 1: The Big Ideas of The Reading Comprehension Blueprint Chapter 2: Implementing the Blueprint: Preparing for Instruction & Text Reading Chapter 3: Implementing the Blueprint: Vocabulary Chapter 4: Implementing the Blueprint: Sentence Comprehension Chapter 5: Implementing the Blueprint: Text Structure Chapter 6: Implementing the Blueprint: Knowledge Chapter 7: Implementing the Blueprint: Levels of Understanding & Inference Chapter 8: Implementing the Blueprint: Expression of Understanding Reference
£29.71
Wilfrid Laurier University Press Erasing Frankenstein: Remaking the Monster, A
Book SynopsisErasing Frankenstein showcases a creative exchange between federally incarcerated women and members of the prison-education think tank Walls to Bridges Collective at the Grand Valley Institution for Women (GVI) in Kitchener, Ontario, and graduate and undergraduate students from the University of New Brunswick (UNB) in Fredericton, New Brunswick. Working collaboratively by long-distance mail, the artists and contributors made the first-ever poetic adaptation of Frankenstein, turning it into a book-length erasure poem. An erasure poem is an example of “found art,” a poem created by piggybacking on an existing text; the words that are not part of the poem are erased or blacked out, and what is left is the poem. This book presents the original erasure poem alongside reflections from participants on the experience.
£29.71
Equinox Publishing Ltd Reading Visual Narratives
Book SynopsisContemporary children's picture books provide a rich domain for developing theory and analysis of visual meaning and its relation to accompanying verbal text. This book offers new descriptions of the visual strand of meaning in picture book narratives as a way of furthering the project of 'multimodal' discourse analysis and of explaining the literacy demands and apprenticing techniques of children's earliest literature. Reading Visual Narratives uses the principles of systemic-functional theory to organise an explicit account of visual meaning in relation to three perspectives: the visual construction of the narrative events and characters (ideational meaning), the visual positioning of the reader through choices related to focalisation and appraisal (interpersonal meaning) and the discourse organization of visual meanings through choices in framing and composition (textual meaning). The descriptions throughout are illustrated with examples from highly regarded children's picture books. Reading Visual Narratives extends previous social-semiotic accounts of the 'grammar' of the image, by focussing attention on discourse level meanings and on semantic relationships created by sequences of images. At the same time, it extends current understandings of how picture books work through its explicit and systematic account of the visual meanings and their integration with verbal aspects of the texts. It will be of interest to researchers in multimodal discourse analysis, systemic-functional theory, and children's literature and literacy.Trade ReviewHighly recommended. Upper-division undergraduates through faculty, professionals, and practitioners. Choice, Vol 50.11 Overall, Reading Visual Narrativesis an important contribution to the field of social semiotics, in general, and to the study of visual-verbal narratives in children's picture books, in particular. Painter et al. have produced a work that is (almost) as fascinating as the material upon which it is based. LinguistList, June 2013Table of ContentsContents 1: Reading the Visual in Children's Picture Books 2: Enacting Social Relations 3: Construing Representations 4: Composing Visual Space 5: Intermodality - Image and Verbiage
£29.27
Liverpool University Press Literacy, Language and Reading in
Book SynopsisThis volume of essays explores the multiple forms and functions of reading and writing in nineteenth-century Ireland. This century saw a dramatic transition in literacy levels and in the education and language practices of the Irish population, yet the processes and full significance of these transitions remains critically under explored. This book traces how understandings of literacy and language shaped national and transnational discourses of cultural identity, and the different reading communities produced by questions of language, religion, status, education and audience. Essays are gathered under four main areas of analysis: Literacy and Bilingualism; Periodicals and their readers; Translation, transmission and transnational literacies; Visual literacies. Through these sections, the authors offer a range of understandings of the ways in which Irish readers and writers interpreted and communicated their worlds. List of contributors: Rebecca Anne Barr, Sarah-Anne Buckley, Muireann O’Cinneide, Niall Ó Ciosáin, Máire Nic an Bhaird, Liam Mac Mathúna, James Quinn, Nicola Morris, Elizabeth Tilley, Darragh Gannon, Florry O’Driscoll, Michèle Milan, Nessa Cronin and Stephanie Rains.Trade ReviewReviews ‘A cause for celebration and a strong indicator of the maturation of the field… this collection up-ends many assumptions about nineteenth-century Ireland as it grappled with literacies in both English and Irish during a century that witnessed tremendous change.’Karen Steel, Victorian Periodicals Review'The capacious key terms of Literacy, Language, and Reading allow the conceptual nets to be cast far and wide... the real contribution of this volume is the kaleidoscopic view that it both constructs and encourages.'Sean O’Toole, Victorian Studies'In addition to scholars of linguistics and language, this book will be of use to those researching the history of the book and printing in Ireland, journalism, cartography and religion. All reveal something of the social and culture life of nineteenth century Ireland.'Orla Fitzpatrick, Irish Studies ReviewTable of ContentsSection 1 Literacy and Bilingualism1 Varieties of Literacy in Nineteenth-Century Ireland - Niall Ó Ciosáin 2 Douglas Hyde: First Steps in the Creation of a Linguist - Liam Mac Mathúna and Máire Níc BhairdSection 2 Periodicals and their Readers3 The Nation, History and the Making of a National Citizen - James Quinn4 Watchmen to the House of Israel? Irish Methodism and the Religious Press - Nicola Morris5 The Dublin Penny Journal and Alternative Histories - Elizabeth TilleySection 3 Translation, Transmission and Transnational Literacies6 Room With a View: Reading Ireland in the Irish College Old Library, Paris c. 1870-1900 - Darragh Gannon7 “May God bless you and all at home”: Mid-Nineteenth-Century Irish Views on Italy As Seen Through the Letters of Albert Delahoyde, 1860-1870 - Florry O Driscoll8 “Good Translations” or “Mental dram-drinking”? Translation and Literacy in Nineteenth-Century Ireland - Michèle MilanSection 4 Visual Literacies9 From Dublin to Dehar Dun: Language, Translation and Mapping Ireland and India - Nessa Cronin 10 Reading the Hand: Palmistry, Graphology and Alternative Literacies - Stephanie Rains
£109.50
Equinox Publishing Ltd Reading to Learn, Reading the World: How
Book SynopsisThis volume showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. The pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers' experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student. In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools. Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language (SSL) is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education. Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. Final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile and a project to teach scientific literacy with Indonesian school students, in both Indonesian and English.Table of ContentsForeword Professor J.R. Martin, University of Sydney Introduction Chapter 1: Learning to Teach David Rose Chapter 2: Inclusion and Success for All Children: A Whole-school Approach Ingrid Freeman and Jane Kelly, Kenmore State School, Queensland, Australia Chapter 3: Scaffolding Pedagogic Change at School and System Level: Reading to Learn in Victoria, Australia Sarah Culican, Department of Education, Victoria, Australia Chapter 4: Whole-school Implementation of Reading to Learn in a Secondary Context Zena Carusi-Lees, Balmoral State High School, Queensland Chapter 5: The Story of Reading to Learn South Africa (RtLSA) Mike Hart, Reading to Learn South Africa, University of Kwa-Zulu Natal Chapter 6: Equity-based Models of Teaching Literacy: Supporting EAL Students’ English Academic Writing Development with Reading to Learn Pedagogy Tracey Millin, School of Teacher Education, University of Canterbury, New Zealand Chapter 7: Bridging the Gap between Sign Language and Written Texts for Students who are Deaf or have a Hearing Loss Ann-Christin Lövstedt, Reading for Life, Sweden Chapter 8: Scaffolding a Long-term Professional Development Project in a Disadvantaged Swedish Context Pernilla Andersson Varga, Annette Mitiche, Jaana Sandberg and Susanne Staf, Centre for School Development, Gothenburg, Sweden Chapter 9:A story of International Cooperation: Teacher Learning for European Literacy Education (TeL4ELE) Claire Acevedo Chapter 10: Working with Reading to Learn at Undergraduate Level in Spain: A Learning Journey Rachel Whittaker, Isabel García-Parejo and Aoife Ahern, Universidad Complutense de Madrid Chapter 11: Learning to use Reading to Learn in Portugal Carlos A. M. Gouveia, Letras, ULisboa & CELGA-ILTEC, UC, Marta Filipe Alexandre and Fausto Caels, ESECS-IPLeiria & CELGA-ILTEC, UC Chapter 12: Bilingual Reading to Learn for ESL Latinx Immigrant Mothers in the United States Andrés Ramírez, Florida Atlantic University, USA and María Gabriela Gutiérrez, Universidad de la Salle, Bogotá, Colombia Chapter 13: Introducing R2L into Higher Education Teaching in the Colombian Caribbean Sergio Álvarez Uribe, Norma Barletta, Teresa Benítez and Nayibe Rosado, Universidad del Norte, Barranquilla, Colombia Chapter 14:Reading to Learn in an Argentine Context: Implementing the Pedagogy in Primary Schools Patricia V. Meehan, Angélica Gaido, Liliana Anglada and María Belén Oliva, Universidad Nacional de Córdoba, Argentina Chapter 15: R2L and Cognitive Approaches to Reading in the EFL Context: Engaging in Dialogue Samiah Hassan and Cristina Boccia, Universidad Nacional de Cuyo, Mendoza, Argentina Chapter 16: Maths Process Modelling: A Reading to Learn Curriculum Genre Ingrid Westhoff, Universidad Andrés Bello and Fundación Educar para Crecer, Chile and Raimundo Olfos, Pontificia Universidad Católica de Valparaíso, Chile Chapter 17: Application of Reading to Learn Methodology in EFL Classrooms: A Bilingual Approach Harni Kartika-Ningsih, Universitas Indonesia
£67.50
Liverpool University Press Literacy, Language and Reading in
Book SynopsisThis volume of essays explores the multiple forms and functions of reading and writing in nineteenth-century Ireland. This century saw a dramatic transition in literacy levels and in the education and language practices of the Irish population, yet the processes and full significance of these transitions remains critically under explored. This book traces how understandings of literacy and language shaped national and transnational discourses of cultural identity, and the different reading communities produced by questions of language, religion, status, education and audience. Essays are gathered under four main areas of analysis: Literacy and Bilingualism; Periodicals and their readers; Translation, transmission and transnational literacies; Visual literacies. Through these sections, the authors offer a range of understandings of the ways in which Irish readers and writers interpreted and communicated their worlds. List of contributors: Rebecca Anne Barr, Sarah-Anne Buckley, Muireann O’Cinneide, Niall Ó Ciosáin, Máire Nic an Bhaird, Liam Mac Mathúna, James Quinn, Nicola Morris, Elizabeth Tilley, Darragh Gannon, Florry O’Driscoll, Michèle Milan, Nessa Cronin and Stephanie Rains.Trade ReviewReviews ‘A cause for celebration and a strong indicator of the maturation of the field… this collection up-ends many assumptions about nineteenth-century Ireland as it grappled with literacies in both English and Irish during a century that witnessed tremendous change.’Karen Steel, Victorian Periodicals Review'The capacious key terms of Literacy, Language, and Reading allow the conceptual nets to be cast far and wide... the real contribution of this volume is the kaleidoscopic view that it both constructs and encourages.'Sean O’Toole, Victorian Studies'In addition to scholars of linguistics and language, this book will be of use to those researching the history of the book and printing in Ireland, journalism, cartography and religion. All reveal something of the social and culture life of nineteenth century Ireland.'Orla Fitzpatrick, Irish Studies ReviewTable of ContentsSection 1 Literacy and Bilingualism1 Varieties of Literacy in Nineteenth-Century Ireland - Niall Ó Ciosáin 2 Douglas Hyde: First Steps in the Creation of a Linguist - Liam Mac Mathúna and Máire Níc BhairdSection 2 Periodicals and their Readers3 The Nation, History and the Making of a National Citizen - James Quinn4 Watchmen to the House of Israel? Irish Methodism and the Religious Press - Nicola Morris5 The Dublin Penny Journal and Alternative Histories - Elizabeth TilleySection 3 Translation, Transmission and Transnational Literacies6 Room With a View: Reading Ireland in the Irish College Old Library, Paris c. 1870-1900 - Darragh Gannon7 “May God bless you and all at home”: Mid-Nineteenth-Century Irish Views on Italy As Seen Through the Letters of Albert Delahoyde, 1860-1870 - Florry O Driscoll8 “Good Translations” or “Mental dram-drinking”? Translation and Literacy in Nineteenth-Century Ireland - Michèle MilanSection 4 Visual Literacies9 From Dublin to Dehar Dun: Language, Translation and Mapping Ireland and India - Nessa Cronin 10 Reading the Hand: Palmistry, Graphology and Alternative Literacies - Stephanie Rains
£37.04
University of Toronto Press Learning to WriteReading to Learn
Book SynopsisThis book presents the research of the ‘Sydney School’ in language and literacy pedagogy. Widely known as genre-based pedagogy, the research is cutting-edge, but is built on 30 years of developments in the field, in a unique collaboration between functional linguists and literacy educators. This collaboration has transformed linguistic and pedagogic theory into a powerful, comprehensive methodology for embedding literacy teaching in educational practice. The book is written to be useful for practitioners, researchers and students, building up pedagogic, linguistic and social theory in steps, contextualized within teaching practice. Topics covered include the genre-based writing pedagogy, genres across the school curriculum, pedagogy for learning through reading, and the pedagogic metalanguage developed in the research. On one hand this volume offers educators an unparalleled set of strategies for transforming educational outcomes; on the other it offers researchers powerful tools for investigating and redesigning educational practice.
£67.50
Equinox Publishing Ltd Literacy and Social Responsibility: Multiple Perspectives
Book SynopsisThis volume brings together a number of people professionally engaged in the study of literacy, either because they are teachers or teacher educators of language and literacy, or because they are involved as social and/or educational workers researching or providing programs to address the needs of people at risk because of inadequate literacy skills. It thus sets up a dialogue between these two communities of writers, all bringing different perspectives to the issues, some from the context of Literacy Education, others from the context of Social Work. All are committed to the view that provision of effective literacy programs is a matter of equity and social justice, though the ways in which they address such a view can differ. Issues addressed include: the changing nature of literacy in the modern world; the impact of the multimodal environment in which literacy now functions; the implications of this environment for pedagogical practices in the teaching of literacy; the causes and consequences of social disadvantage in learning literacy among various groups; and means to address such disadvantage.Trade Review'This edited text emphasizes an important contemporary theme. Increasingly, literacy is being associated with aspects of advantage and disadvantage, social inclusion and social exclusion. All the authors explore interesting and pertinent areas and this book makes a valuable contribution to the field.' Professor Barbara Fawcett, University of Sydney 'Its ten chapters draw on the authoritative research and field experience of significant thinkers in literacy education and welfare, each one of whom in turn draws on other well-respected data to support a compelling case for the closer articulation of the two fields.' Associate Professor Kristina Love, University of MelbourneTable of ContentsChapter 1. Frances Christie and Alyson Simpson: Literacy and Social Responsibility Chapter 2. Frances Christie: Literacy as a Theme in Educational Theory and in Policy Chapter 3. Alyson Simpson and Maureen Walsh (Australian Catholic University): Multiple Literacies: Implications for Changed Pedagogy Chapter 4. Peter Freebody (University of Sydney): Socially Responsible Literacy Education: Towards an 'Organic Relation' to our Place and Time Chapter 5. Robyn Ewing (University of Sydney): Literacy and the Arts Chapter 6. Tony Vinson (University of Sydney): The Social Context of Literacy Acquisition: Achieving Good Beginnings Chapter 7. Father Chris Riley (CEO, Youth Off the Streets Program) and Karelynne Randall (Youth Off the Streets Program): The Experience of Youth Off the Streets Chapter 8. David Rose (University of Sydney): Beating Educational Inequality with an Integrated Reading Pedagogy Chapter 9. Denise Lynch (University of Sydney): Enhancing Literacy Education for Refugee Children Chapter 10. Frances Christie and Alyson Simpson: Envoi
£63.75
John Wiley & Sons Inc Overcoming Dyslexia: A Practical Handbook for the
Book SynopsisThe first edition of this highly successful book received praise from many practioners in the field of language and learning difficulties. "Any practioner with an interest in the acquisition of literacy who takes the time to study Overcoming Dyslexia in some detail...will gain fresh insights iinto how they might approach the teaching of reading and spelling." --British Journal of Special Education The second edition of this practical book has been richly nourished by the experience of teachers and pupils usiing the first edition in the classroom. The authors have created new links between multisensory learning and the National Literacy Strategy and have applied these to the National Literacy Framework and the structure of the Literacy Hour. Part one gives an informative account of ther development of literacy skills and the barriers to learning for the dyslexic learner. Part two, 'Skills in Action,' provides a clear route to the development of Individual Education Plans, and will appeal to SENCOs and teachers and assistants working with the updated Code of Practice, providing additional support at school level and 'School Action Plus.' Part three, 'The Step by Step Programme,' details a systematic approach to learning letter sounds and high frequency words that can be used as part of a specialist programme or within the Literacy Hour.Trade Review"Any practitioner with an interest in the acquisition of literacy who takes the time to study 'Overcoming Dyslexia' in some detail... will gain fresh insights into how they might approach the teaching of reading and spelling." British Journal of Special EducationTable of ContentsPreface. Background. Language and Literacy. The Dyslexic Learner. The Development of Literacy Skills. Phonological Awareness. Teaching Reading. Skills Into Action. Assessment. A Whole Language Approach to Reading and writing. Developing Phonological Awareness. The Alphabet. A Structured approach. The Step-by-step Programme. Moving Through Section 1. Moving through Section 2. Resources. References. Index.
£43.65
John Wiley & Sons Inc Dyslexia and Literacy: A Tribute to Ingvar
Book SynopsisReading and writing skills were once confined to only a few people. Today, a person facing problems with acquiring literacy skills will run the risk of being excluded from fully participating in society New information tends to imply even more demands on mastering reading and writing than ever before. Dyslexia was used early as a descriptive term for characterising problems of reading and writing. Since the introduction of the term, research has made impressive progress and interdisciplinary fields have been created including social studies, behavioural studies, biology, education and remediation. Above all, dyslexia research has taken a step from being descriptive to suggesting theoretical models for explaining the empirical phenomena observed. This book presents contributions from some of the world leading researchers on these issues in honour of one of the main scholars in the field, Professor Ingvar Lundberg.Table of ContentsBeyond Literacy, Earland Hjelmquist. Dyslexia - how it Started and some of The Steps on The way Toward The Present, Curt von Euler. Literacy in the Past Millennium, David R. Olson. Reading Disabilities Among Very low Birth weight Children - Implications for Using Different Exclusion Criteria in defining Dyslexia, Stefan Samuelsson. Word Recognition - The Impact of phonological and Orthoraphic Components, Torleiv Hoien. Components of Reading comprehension as Predictors of Educational Achievement, Carsten Elbro and Elisabeth Arnbak. Shadows Over Phonological Training - Resistant Learners and dissipating Gains, Pekka Niemi and Elisa Posliparta. Phoneme Awareness and reading - From The old to The new Millennium, Richard K. Olson. The Reading rate Deficit of German Dyslexic Children has Little to do With Surface dyslexia, Heinz Wimmer and Heinz Mayringer. Phonological Processing in Learning to Read Chinese - in Search of a Framework, Che Kan Leong and Li Hai Tan. Persistence of Phonological Deficits 20 Years Later on - a Revisit of Lundberg's Sample of Poor Readers, Ake Olofsson. Neuromagnetic Correlates of impaired Reading in Developmental Dyslexia, Paivi Helenius and Riita Salmelin. Culture, Brain and Dyslexia, Uta Firth. The Role of Genetic in Understanding memory, Lars-goran Nilsson. Twenty Five Years of Reading Research as a Basis for Prediction of Future Development, Ingvar Lundberg.
£52.20
John Wiley & Sons Inc Early Reading Development and Dyslexia
Book SynopsisEarly Reading Development and Dyslexia focuses on how children learn to read and on the difficulties some children have in acquiring this important skill. It concentrates specifically on the very beginning stages of reading development - that is, in the 4-7 year age group. This book begins by considering current ideas about how young children begin to acquire reading skills, and draws particularly on research that focuses on the language abilities that they need to have in place in order to facilitate early reading. The link between phonological abilities and the acquisition of letter knowledge is especially strongly highlighted, but attention is also paid to other reading-related language skills and to the role that parents and teachers play in promoting good early reading development. Later chapters focus on the importance of early identification of reading problems through screening and assessment procedures. Effective teaching of beginning reading skills within the classroom is discussed, prior to a review of current specialist teaching methods designed to improve reading progress in early-diagnosed young dyslexic children.Table of ContentsPreface. Introduction. Phonology. Reading and Alphabetic Principle. Reading, Verbal Memory and Naming Skills. Phonological Difficulties and reading Failure. A Case Study. Risk Factors. Protective Influences and compensatory Strategies. Phonological Deficits in Dyslexia. Children at Risk of Dyslexia. Screening for Early Reading Failure. Preventing Reading Failure. A Model for The Assessment of Reading Impairment in Young Children. Teaching young Dyslexic Children. Assessing and Teaching The Young Poor Reader. Four case Studies. Questions We Still Have to Answer. Index.
£45.55
John Wiley & Sons Inc Dyslexia and Stress
Book SynopsisThough a good deal is known about the remediation of dyslexics of all ages, there is growing awareness among teachers and others that there is much more to their work that teaching literacy skills. Most of us experience stress at some point in our lives, but experience suggests that dyslexics are particularly vulnerable to it. This book presents documented evidence on the subject. The second edition has been substantially rewritten and contains contributions from both dyslexics and non-dyslexics. Many of the contributors to the first edition have substantially rewritten their original chapters. Among the new contributors are Morag Kiziewicz, herself dyslexic and a learning support manager at the University of Bath; Michael Lea, a professional musician; and Julian Cox, who, in the editor' s view, was unjustly convicted of murder by the courts when the whole event leading to this was a tragic accident brought about by his disabilities. All describe the ways in which dyslexia has influenced their lives. There are also chapters by Lindsay Peer, who writes from her standpoint as education office of the British Dyslexia Association and Melanie Jameson, who is advisor to the Adult Dyslexia organization and speaks of the way dyslexics' stresses in the lawcourts sometimes lead to serious miscarriages of justice.Table of ContentsLetter From a Mother, Karen Dodd. Stress Factors in Early Education, Patience Thomson Stress Factors in Adolescence, Steve Chinn. Stress Factors in the College Student, Dorothy Gilroy. Deadlines - Collision, Confusion, collapse, Morag Kiziewicz. Stress Factors in The Workplace, Gerald Hales. Dyslexia and The Law, Melanie Jameson. Stress Factors in Gifted Dyslexic children, Peter Congdon. Stress Factors Within The Family, Roger Saunders. Stress - The Hidden Side of Dyslexia, Lindsay Peer. Living With Dyslexia - a personal Account, Dave Alexander. Disruptive Dyslexic Cycle of Stress, Joy Aldridge. Dyslexia Without Stress, Michael Newby. The Positive and The negative, Brother Matthew Sasse. A Letter, Sheena Harrison. I am a Singer, Janet Coker. How Dyslexia has Affected my Life, Brenda Millward. The Stresses of a Dyslexic Professional Musician, Michael Lea. The Stresses of a Dyslexic entrepreneur, Julian Cox. Individual Case Studies and Recent Research, Angela Fawcett. Some Final Thoughts, Tim Miles.
£44.60
John Wiley & Sons Inc Reading Development and Dyslexia
Book SynopsisExplanations of reading disorders need to be framed in terms of theories of the normal development of reading and spelling. This collection of papers, based on a selection of those to be presented to the Third International Conference of the British Dyslexia Association, in April 1994, brings together studies of dyslexia and normal reading development. Key topics include the role of underlying language skills for the development of reading and reading disorders, individual differences amongst dyslexic readers, the biological bases of dyslexia, and techniques for improving reading skills in dyslexic and other poor readers.Table of ContentsThe Normal Development of Reading Skills. The Nature and Causes of reading Difficulties. The Remediation of Reading Difficulties.
£56.00
Caslon, Inc. Teaching Cognates/Cognados Through Picture Books:
Book Synopsis
£35.96
Brookes Publishing Co Biliterate Writing from the Start: The Literacy
Book SynopsisDeveloped by highly respected experts through nearly two decades of research, this book shows bilingual educators how to use the Literacy Squared model to design effective writing instruction that places Spanish and English side by side. Focusing on emerging bilinguals in Grades K–5, this research-based guide supports educators through every step of planning and implementing biliterate writing instruction and monitoring student progress. Educators will learn proven strategies for teaching writing in tandem with other language arts skills, and they’ll get an invaluable Literacy Squared Writing Rubric to help them assess children’s developing writing in both Spanish and English.A must for teachers, administrators, and leadership teams, this book prepares readers to deliver high-quality bilingual writing instruction—starting from the earliest years of school.BILINGUAL EDUCATORS WILL: Discover how an asset-based approach to biliterate writing helps students’ skills flourish in both languages Make cross-language connections to help students connect what they know in one language with what they’re learning in another Learn how and why explicit teaching of oracy enhances writing development in both Spanish and English Learn about a highly effective strategy for helping students develop cross-language metalinguistic awareness Get practical, grade-specific guidance for nurturing biliterate writing in kindergarten, Grades 1–2, and Grades 3–5 Link writing standards to Social Justice Standards to help students problem solve, think critically, and advocate for positive change PRACTICAL MATERIALS: In each chapter, Key Terms, Guiding Questions, and Reflection and Action Questions help readers retain important points and put their new knowledge into practice. Educators will also get sample biliteracy units, student work examples, and lessons from real classrooms to guide their writing instruction.Table of Contents About the Download About the Authors Foreword Allison BriceÑo, Ed.D. Acknowledgments Chapter 1: Literacy Squared, and Why We Need to Focus on Biliterate Writing Chapter 2: The Role of Oracy and Writing in Teaching Foundational Skills Chapter 3: TheDictado Method for Writing Instruction Chapter 4: Nurturing Biliteracy in Emerging Writers in Kindergarten Chapter 5: Cultivating Biliterate Writing in Grades 1 and 2 Chapter 6: Developing Biliteracy via Genre Studies in Grades 3–5: Biography Chapter 7: Furthering Biliteracy via Genre Studies in Grades 3–5: Social Justice Questions for Reflection and Action Glossary References Index
£33.96
Springer Verlag, Singapore Intersections of Diversity, Literacy, and Learner
Book SynopsisThis book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties. The contributing authors’ goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access. By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts.Table of Contents1. Premise of the Book: Considering Learner Difference and Literacy.- Section I Literacy Contexts: A Matter of Difference.- 2. “I’m Writing to Teach Those Who Do Not Know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students’ Expertise.- 3. Collaboration in career and technical education to support all learners: Reflections and practices from the field.- 4. Effective planning and revising strategies for meeting the needs of students with learning difficulties and literacy needs.- 5. (Re)Framing Difficulty: ELLs and Literacy Instruction.- 6. Listen to their Voices: Early childhood Professionals Reflect on their Experiences Teaching Language Skills to Young Children.- 7. Stories of Teaching (and Learning how to Teach) Literacy to Diverse Learners in a Language Classroom.- Section II It’s Personal: Advocacy and Action.- 8. Learner Differences and Second Language Learning: A Post-Colonial Perspective.- 9. The Construction of Literacy Identity: Alice’s Story.- 10. An Ecological Examination of “Literacies”: A Mother’s Journey.- Section III Moving Forward & Building Bridges.- 11. Constructing Successful School Models for Inclusive Literacy: Supporting Student Success Through Strategic Instruction in Diverse Settings.- 12. Moving all up at Sireira Moderna Academy.- 13. Final Thoughts: Conversations, Intersections, and Education for All: Where to?.- Afterword.
£85.49
Information Age Publishing How to End the Reading War and Serve the Literacy
Book SynopsisThe twenty-first century Reading War is, in fact, nothing new, but some of the details are unique to our current culture driven by social media. This volume seeks to examine the current Reading War in the context of the historical recurrence of public and political debates around student reading abilities and achievement.Grounded in a media fascination with the "science of reading" and fueled by a rise in advocates for students with dyslexia, the current Reading War has resulted in some deeply troubling reading policy, grade retention and intensive phonics programs.This primer for parents, policy makers, and people who care confronts some of the most compelling but misunderstood aspects of teaching reading in the U.S. while also offering a way toward ending the Reading War in order to serve all students, regardless of their needs.The revised/expanded 2nd edition adds developments around the "science of reading," including the expanding impact on state policy and legislation as well as robust additions to the research base around teaching students to read.
£48.45
Information Age Publishing How to End the Reading War and Serve the Literacy
Book SynopsisThe twenty-first century Reading War is, in fact, nothing new, but some of the details are unique to our current culture driven by social media. This volume seeks to examine the current Reading War in the context of the historical recurrence of public and political debates around student reading abilities and achievement.Grounded in a media fascination with the "science of reading" and fueled by a rise in advocates for students with dyslexia, the current Reading War has resulted in some deeply troubling reading policy, grade retention and intensive phonics programs.This primer for parents, policy makers, and people who care confronts some of the most compelling but misunderstood aspects of teaching reading in the U.S. while also offering a way toward ending the Reading War in order to serve all students, regardless of their needs.The revised/expanded 2nd edition adds developments around the "science of reading," including the expanding impact on state policy and legislation as well as robust additions to the research base around teaching students to read.
£86.70
Information Age Publishing Toward Critical Multimodality: Theory, Research,
Book SynopsisThis edited volume seeks to answer the question, "What does it mean to be a critical multimodal scholar in educational spaces?" Toward Critical Multimodality highlights how choices made throughout multimodal design and research processes are critically-oriented and inextricably linked to power. We show how social semiotics and multimodality inform engagement with criticality in educational spaces through questioning dominant narratives (e.g., white, cisheteropatriarchal, ableist, classist perspectives), exploring relationships between selves and space, problematizing and reimagining educational practices, and dreaming of educational futures that are just, anti-oppressive, and with room for all to thrive while learning.These chapters demonstrate how studying multiple modalities in interaction (e.g., image, writing, color, spatial layout, gaze, proxemics, gestures) can reveal how power operates, provide students with opportunities to explore themselves and their identities with respect to power, and provide a vehicle for scholars to disrupt and transform oppressive educational practices. Furthermore, multiple chapters show alternative ways to display, construct and share knowledge as transformative pedagogical practice in learning environments. We reframe social semiotics and multimodality as an integral part of decentering dominant ideas of power and what "counts" as purposeful meaning making by highlighting how criticality and multimodality integrate theoretically and methodologically.
£54.15
