Teaching of a specific subject Books

Book SynopsisThis book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands. The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy deveTrade ReviewThis volume makes an enormous contribution by theorizing, researching, and critiquing many assumptions we have about how students navigate the demands of transitioning from primary to secondary schools. Grounded in nuanced sociocultural conceptions of literacy, the authors analyze classroom observations, transcripts, student writing samples, and interviews with K-12 students and their teachers to provide new insights. * Meg Gebhard, Professor of Applied Linguistics, University of Massachusetts, Amherst, USA *Table of ContentsList of Illustrations List of Contributors Acknowledgements Foreword, Debra Myhill (University of Exeter, UK) Part I: Theory, Curriculum and Practice in Transition 1. Rethinking School Literacy Progressions, Pauline Jones (University of Wollongong, Australia) and Christine Edwards-Groves (Australian Catholic University, Australia) 2. A Review of the Literature around Literacy Transition, Trish Weekes (Literacy Works, Australia) 3. Representing Writing Development: Research and Policy, Beverly Derewianka (University of Wollongong, Australia) 4. Chapter Transitions in School Literacy: Co-Opting Everyday Rationalities, Bjorn Kindenberg (University of Stockholm, Sweden) and Peter Freebody (University of Wollongong, Australia) Summary of Part I, Jennifer Roswell (Brock University, Canada) Part II: Investigating the Conditions for Literacy Learning and Teaching in Transition 5. Transition from Preschool to School: Spaces, Time, Interactions and Resources, Lisa Kervin and Jessica Mantei (University of Wollongong, Australia) 6. Transitions in Literacy and Classroom Interaction across the School Years, Christine Edwards-Groves (Australian, Catholic University, Australia), Peter Freebody (University of Wollongong, Australia) and Stephanie Garoni (Charles Sturt University, Australia) 7. Understanding Literacy Transitions: Pedagogic Practices in Primary Writing Classrooms, Honglin Chen (University of Wollongong, Australia), Helen Lewis (University of Wollongong, Australia) and David Rose (University of Sydney, Australia) 8. Investigating Pedagogic Discourse in Late Primary and Junior Secondary English, Pauline Jones (University of Wollongong, Australia), Erika Matruglio (University of Wollongong, Australia) and David Rose (University of Sydney, Australia) 9. Exploring Multimodal Meaning Making in Science at the Transition to High School, Annette Turney and Emma Rutherford Vale (University of Wollongong, Australia) 10. Categories, Appraisals and Progress in Teachers’ Accounts of Literacy Teaching, Erika Matruglio (University of Wollongong, Australia) Summary of Part II, Adam Lefstein (Ben-Gurion University, Israel) Part III: Horizons of Consequence: Accounting for Transition 11. Literate Identities in the Early Years of Primary School, Jessica Mantei and Lisa Kervin (University of Wollongong, Australia) 12. Articulating their Education: Interviewing Primary Years Students on their Literacy Learning, Christine Edwards-Groves (Australian Catholic University, Australia) and Peter Freebody (University of Wollongong, Australia) 13. Transitioning from Primary to High School, Emma Rutherford Vale, Helen Lewis, Honglin Chen and Pauline Jones (University of Wollongong, Australia) Summary of Part III, Elizabeth Moje (University of Michigan, USA) Epilogue References Index

Read more less

Book SynopsisDiscussing digital technology in teaching and learning settings, Video Enhanced Observation for Language Teaching explains how it can be used to tag, analyze and evaluate talk and use it as the basis for reflection and professional development.Guiding readers through these processes, this book focusses on the Video Enhanced Observation (VEO) system. Beginning with a discussion of how it was designed and built by language teaching professionals, contributors use VEO to illustrate the advantages and opportunities of digital observation technologies for teachers, explaining its use and how it can be adapted it to their own professional practice. With detailed case studies tracing how teachers in many different settings have used this system for recording, evaluating and reflecting on lessons, this book provides clear research evidence of the development of many education professionals from around the world.Written by experts in applied linguistics, education and educational technolTrade ReviewThis book is undeniably beneficial for different groups of readers who show interest in CALL in general and VEO in particular ... The book provides the framework and evidence-based analysis of the case studies to foster teacher reflection and professional development in using VEO to explore classroom talk and interaction. * CALL-EJ: Computer-Assisted Language Learning Electronic Journal *This volume is a timely contribution to the fields of teacher education, educational technology, and applied linguistics. The book successfully shows the uniqueness of each context and the importance of digitalization in teacher education based on the curriculum and the needs of both teachers and learners. * Language Learning & Technology *Video Enhanced Observation has proven invaluable to our preservice teachers. VEO tag sessions give preservice teachers a common language to discuss practice. It empowers them to experiment with different ways of approaching instruction. Most importantly, VEO makes learning to teach a public, collaborative endeavor that happens in a community of practice. * Stephanie Mahfood, Ph.D, Associate Professor, Department of Teacher Education, Webster University, USA *The most important quality of a good teacher is to be a reflective one. I’ve been using VEO for years in my own research as well as to train pre-service teachers. This book is absolutely timely and will be an invaluable resource for teacher educators and researchers alike. * Kelly Arispe, Associate Professor of Spanish, Boise State University, USA *Table of ContentsLists of Illustrations Notes on Contributors Note on Text Acknowledgements List of Abbreviations Part I: Background to Video Enhanced Observation 1. Introduction, Paul Seedhouse (Newcastle University, UK) 2. Using Digital Video for Teacher Development: The Research Context, Sandra Morales (Newcastle University, UK) 3. From Teaching To Learning: The Development of the VEO App, Paul Miller (VEO Group, UK) and Jon Haines (Newcastle University, UK) 4. Using VEO – A Practical Guide, Paul Miller (VEO Group, UK) and Jon Haines (Newcastle University, UK) Part II: Video Enhanced Observation in Practice: Case Studies 5. Integrating VEO in Foreign Language Teacher Education in Germany, Götz Schwab and Mareike Oesterle (University of Education Ludwigsburg, Germany) 6. VEO as Reflective Practice in Primary Teacher Education Programmes in Finland, Minna Körkkö, Outi Kyrö-Ämmälä and Tuija Turunen (University of Lapland, Finland) 7. VEO-integrated IMDAT in Pre-service Language Teacher Education: A Focus on Change in Teacher Questioning Practices, Merve Bozbiyik (Middle East Technical University, Turkey), Olcay Sert (Mälardalen University, Sweden) and Kadriye Dilek Bacanak (Gazi University, Turkey) 8. Integrating the Video Enhance Observation (VEO) App in Peer Observation Feedback Interaction, Jaume Batlle (University of Barcelona, Spain) and Paul Seedhouse (Newcastle University, UK) 9. Improving Discipline and Classroom Management Using VEO in a Turkish University Context, Saziye Tasdemir and Paul Seedhouse (Newcastle University, UK) 10. Video-enhanced Lesson Observation: Moving from Performance Management to Continuous Teacher Development, Elizabeth Hidson (Sunderland University, UK) 11. SETTVEO: Evidence-based Reflective Practice and Professional Development, Steve Walsh (Newcastle University, UK) 12. Changing Error Correction Practice Over Three Lessons Using an Individualised VEO Tagset on a Teacher Training Course, Paul Seedhouse and Alison Whelan (Newcastle University, UK) 13. A Practical Framework for Integrating Digital Video and Video Enhance Observation into Continuing Professional Development, Paul Seedhouse, Paul Miller and Jon Haines (Newcastle University, UK) 14. Researching Using the VEO App, Paul Seedhouse, Paul Miller and Jon Haines (Newcastle University, UK) References Index

Read more less

Book SynopsisThe archaeology of the contemporary era is a lively and well-established field, contributing to studies of migration, climate change, consumption and violent conflict, as well as to the development of archaeological thought and practice more widely. Contemporary archaeology is grounded in the material traces of 20th and 21st-century existence, touching upon fields such as human geography, contemporary history and social anthropology. Despite its scholarly impacts and widely-recognised pedagogical values, to date the formal teaching of contemporary archaeology has been relatively limited. This book brings together accounts of teaching and learning in contemporary archaeology from as far afield as Orkney and Iran.The chapters include case studies of courses, modules and specific sessions, as well as reflections on the development of the discipline in different contexts. This book is intended as a resource for both teachers and students of contemporary archaeology, presenting aTrade ReviewTeaching and Learning the Archaeology of the Contemporary Era is a timely and important contribution to the ever-evolving field of contemporary archaeology. The volume does an excellent job of highlighting the diversity and creativity of approaches used by educators and practitioners, showcasing how teaching contemporary archaeology can both strengthen existing archaeological education and offer avenues for reconceptualising the field entirely. -- Miriam Rothenberg, Junior Research Fellow, University of Oxford, UKTable of ContentsList of Figures List of Contributors Introduction: Pedagogy in Contemporary Archaeology (Gabriel Moshenska, University College London, UK) I. Course and Curriculum Development 1. Contemporary Art and Archaeology: Interdisciplinary Pedagogy and Practice in the Digital University (Antonia Thomas, University of the Highlands and Islands, UK) 2. Documenting Wesley College: A Mildly Anarchist Teaching Encounter (William Caraher, University of North Dakota, USA) 3. Teaching Contemporary Archaeology: The Durham Experience (David Petts, Durham University, UK) II. Pedagogical Practices 4. The Henge with a Postcode: The Benefits of Contemporary Archaeology Fieldtrips (Kenneth Brophy, University of Glasgow, UK) 5. Draw your Phone: The Cellphone as an Intimate, Everyday Artefact (Colleen Morgan, University of York, UK) 6. Walking and Talking Around the Bombsites of Bloomsbury (Gabriel Moshenska, University College London, UK) III. Working with Communities 7. Over, Under, and In Between: Collaborative Learning from Landscapes using Contemporary Archaeology (April M. Beisaw, Vassar College, USA) 8. Teaching and Learning Difficult Pasts of the Twentieth Century through Community Archaeology (Tiina Äikäs, Oula Seitsonen, Tuuli Matila, and Vesa-Pekka Herva, University of Oulu, Finland) 9. Beyond Zinjanthropus: Historical Archaeology Pedagogy in Tanzania (Nancy Rushohora, University of Dar es Salaam, Tanzania) IV. The Personal and the Political 10. ‘We Want School!’ Teaching and Learning Contemporary Archaeology with Displaced People in Anarchist-Adjacent Spaces in Athens, Greece (Rachael Kiddey, University of Cambridge, UK) 11. Education is Life: Collective Experiences of Practicing the Archaeology of the Contemporary Past in a Conservative Atmosphere (Maryam Dezhamkhooy, Heidelberg University, Germany and Leila Papoli-Yazdi, Malmö University, Sweden) 12. Archaeologies of the Contemporary World – A Chancy Business? (Greg Bailey, Independent Researcher, UK) Index

Read more less

Book SynopsisSophie-Lauren McPhee is Head of PSHE and Wellbeing Education at Queen Mary's Grammar School, Walsall, UK, and Trust Lead Professional for PSHE and SMSC at The Mercian Trust, UK.Victoria-Marie Pugh is Assistant Director of Accreditation at the Council of British International Schools (COBIS) and formerly Senior Lecturer in PSHE and RSE at University of Worcester, UK.Trade ReviewA thorough and extensive exploration of PSHE teaching. This book has taken the time to explore principles, ideas and implementation strategies for teaching of PSHE in school across key stages. It has wonderful guidance to resources to support teaching PSHE and brings theory and practice together very well. A must read for anyone in teaching. -- Pinky Jain, Head of Teacher Education, Carnegie School of Education, Leeds Beckett University, UKThis book is essential reading for anyone working with young people in schools, who have the privilege and responsibility of delivering well-informed, inclusive and empowering PSHE education. The book provides a comprehensive overview of all the statutory topics from theory and ideology to curriculum to lesson planning and successful, safe, and effective delivery. Consideration of the role of inclusivity, diversity and sustainability are weaved throughout, and it gives advice, guidance and ideas from leaders in the field to support both new and experienced teachers in their PSHE practice. -- Alison Wiggins, Lecturer in Education, IOE, UCL’s Faculty of Education and Society, University College London, UKTable of ContentsIntroduction, Victoria-Marie Pugh (University of Worcester, UK) and Sophie-Lauren McPhee (Queen Mary's Grammar School, UK) 1. How to Implement a PSHE Curriculum in a Secondary School or College, Nickael Briggs (Ark Acton Academy, UK) 2. Monitoring, marking, reporting and assessment in PSHE, Stephen Lane (Lichfield Cathedral School, UK) 3. Parent/Carer Engagement in PSHE, Chris Farman (Denstone College, UK) 4. Meaningful Mental Health and Wellbeing Education, Sophie-Lauren McPhee (Queen Mary's Grammar School, UK) 5. Health Education: Informed Choices About Health, Physical Activity and Sleep, Charlotte Ross, Kimberley Hibbert-Mayne and Dave Woodward (University of Worcester, UK) 6. Let’s Talk About Puberty…it Happens to Everyone!, Annie O’Neill (OM Health and Wellbeing Consultancy Ltd, UK) 7. Young People, Drugs and Decisions - What Works in Drug Education?, Fiona Spargo-Mabbs (Daniel Spargo-Mabbs Foundation, UK) 8. Building a Foundation for Healthy Relationships, Victoria-Marie Pugh (University of Worcester, UK) and Sophie-Lauren McPhee (Queen Mary's Grammar School, UK) 9. Diversity and Discrimination, Zahara Chowdhury, Holly Parker- Guest, Katja Pavlona, Victoria-Marie Pugh, Kit Marie Rackley, Elizabeth Swan and Hannah Wilson 10. Teaching Sex Education, Victoria-Marie Pugh (University of Worcester, UK) and Sophie King-Hill (University of Birmingham, UK) 11. Delivering RSE with SEND Pupils, Mel Gadd (Cwmni Addysg Rhyw - Sex Education Company, UK) 12. Media Literacy - Image Sharing and Digital Resilience, Emily Setty (University of Surrey, UK) and Victoria-Marie Pugh (University of Worcester, UK) 13. Financial Literacy, Nicola Butler (Ysgol Eirias, UK) 14. Planning for the Future, Victoria-Marie Pugh (University of Worcester, UK) and Sophie-Lauren McPhee (Queen Mary's Grammar School, UK) 15. Easy as 1, 2, 3 - Sustainability and PSHE, Elena Lengthorn (University of Worcester, UK), Sarah Dukes (The Chase School, UK) and Georgina Beard (Nunnery Wood High School, UK) Index

Read more less

Book Synopsis

Read more less

Book SynopsisCreated with teachers and learners in schools across the globe, Boost is the next generation in digital learning for schools, bringing quality content and new technology together in one interactive website.

Read more less

Book SynopsisPick up and teach the Explore PSE course with ease, whether you are a specialist or non-specialist PSE teacher.> Save time planning: A mini lesson plan outlining the learning outcomes, assessment opportunities and links to CfE Experiences & Outcomes is included for each lesson/series of lessons in the Student Book> Feel confident teaching PSE: Step-by-step teaching notes explain how to run the Student Book activities and facilitate classroom discussions> Deliver a consistent PSE curriculum: No matter how PSE is taught in your school, following the guidance in this Teacher Book will enable all staff to provide a high-quality learning experience for all students

Read more less

Book SynopsisThis title is has been endorsed by Cambridge Assessment International Education.Created with teachers and students in schools across the globe, Boost is the next generation in digital learning for schools, bringing quality content and new technology together in one interactive website.The Cambridge Lower Secondary Computing Teacher''s Guides include a print handbook and a subscription to Boost, where you will find a range of online resources to support your teaching.- Confidently deliver the new curriculum framework: Expert author guidance on the learning models and approach plus a interactive Course Plan.- Develop key concepts and skills: Suggested activities, quizzes and guidance on assessment, as well as ideas for supporting and extending students working at different levels. - Enrich learning: Audio versions of the texts to help aid understanding and improve pronunciation.

Read more less

Book SynopsisPART I: THE EVOLUTION OF WORLD HISTORY Defining World History Historical Philosophy, to 1900 Grand Synthesis, 1900-1965 Themes and Analyses, 1965-1990 Organizing a Field, since 1990 Narrating World History PART II: REVOLUTION IN HISTORICAL STUDIES Disciplines Area Studies Global Studies PART III: RESULTS OF RECENT RESEARCH Political and Economic History Social History Technology, Ecology, and Health Cultural History Debating World History PART IV: LOGIC OF ANALYSIS IN WORLD HISTORY Scale in History: Time and Space Modeling Frameworks and Strategies Verifying and Presenting Interpretations Analyzing World History PART V: STUDY AND RESEARCH IN WORLD HISTORY Programs and Priorities in Graduate Education Courses of Study Resources for Graduate Study Researching World History Conclusion: Tasks in World HistoryTrade Review"Patrick Manning's book is an excellent introduction to a field of historical literature which will grow increasingly important." - Martin A. Klein, University of TorontoTable of ContentsPART I: THE EVOLUTION OF WORLD HISTORY Defining World History Historical Philosophy, to 1900 Grand Synthesis, 1900-1965 Themes and Analyses, 1965-1990 Organizing a Field, since 1990 Narrating World History PART II: REVOLUTION IN HISTORICAL STUDIES Disciplines Area Studies Global Studies PART III: RESULTS OF RECENT RESEARCH Political and Economic History Social History Technology, Ecology, and Health Cultural History Debating World History PART IV: LOGIC OF ANALYSIS IN WORLD HISTORY Scale in History: Time and Space Modeling Frameworks and Strategies Verifying and Presenting Interpretations Analyzing World History PART V: STUDY AND RESEARCH IN WORLD HISTORY Programs and Priorities in Graduate Education Courses of Study Resources for Graduate Study Researching World History Conclusion: Tasks in World History

Read more less

Book SynopsisTrade ReviewThis guide to picture books for preschool children to second graders remains the most comprehensive and versatile such information tool for librarians, teachers, and parents. . . . the single best reference resource for quick and comprehensive access to children's picture books by subject. It continues to support the varied programming, curricular, and entertainment needs of librarians, teachers, homeschoolers, and parents and should have a place in every public library. * ARBA *

Read more less

Book SynopsisThe ultimate guide for developing your career as an English teacher.Succeed in TEFL is packed with information on how to develop within the profession including chapters on:-getting the most out of observations-teaching exam classes-becoming a trainer -doing action research-using online resources-becoming a manager-and much more!This is an indispensable book for all EFL teachers: a conclusive guide to making the most of your teaching experience and moving ahead in your career. The author draws on his wealth of knowledge in the fields of teaching, training and management to address the key issues facing today''s EFL teachers. Also included is a range of case studies and interviews from teachers with experience of working in different countries and contexts. These bring fresh insight to the topics, which combined with numerous tasks, makes this an engaging and practical Continuing P

Read more less

Book SynopsisAll too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction. Teachers learn to use different types of test scores to understand and address students' specific learning needs. The book features an in-depth case example of a diverse elementary school that serves many struggling readers and English language learners. Reproducible planning and progress monitoring forms can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade ReviewThis is one of the strongest and most engaging books I have ever read. It speaks directly to teachers about issues that are meaningful to them. I love the book's focus on code- and meaning-based skills, assessment, and instruction. Lesaux and Marietta provide the tools for teachers and schools to bring these ideas to their classrooms. Especially appealing are the realistic examples and the careful scaffolding of assessment practices. I work in high-poverty, low-performing schools on a routine basis, and this book needs to be in the hands of teachers and principals in these schools. It will make a difference to student learning. I would also use the book in my undergraduate course on early literacy and my graduate course on assessment.--Diane M. Barone, EdD, Foundation Professor of Literacy Studies, University of Nevada, RenoI wish this book had been available 12 years ago when I first began to work on a whole-school change process. It is an important, uniquely helpful resource that I highly recommend to literacy leaders, coaches, and administrators as a road map for effecting literacy improvement through sensible alignment of assessment and instruction. The authors have managed to capture the complex nature of reading and reading difficulties, while not making the discussion complicated! I especially appreciated the focus on providing high-quality classroom instruction (for the good of the whole class) while acknowledging the individual needs of specific students. The respectful tone and clear recommendations for more deliberate instruction will make this book a welcome addition to the library of anyone committed to improving reading for all students.--Marjorie Y. Lipson, PhD, Professor Emerita of Education, University of VermontLesaux and Marietta clearly know what it is really like in schools and classrooms today. They offer a balanced perspective on assessment that acknowledges the realities of high-stakes testing while keeping students’ learning needs the central focus. The book provides a systematic way for teachers and administrators to make the shift from assessment of learning to assessment for learning. The approach presented here is doable and realistic.--M. Susan Dee, MSEd, classroom teacher, Biddeford, Maine-Table of ContentsI. Foundational Issues for Data-Driven Instruction 1. A New Relationship with Student Data 2. Why Many Readers Fail 3. An Assessment Battery That Works II. Assessment Considerations for Special Populations 4. Assessment to Support Struggling Readers 5. Considerations for Linguistically Diverse Students III. Action Steps for Improved Instruction 6. Identifying Instructional Priorities and Designing Effective Instruction 7. Putting Schoolwide Response to Intervention in Place 8. Leading Data-Driven Instruction

Read more less

Book SynopsisFrom leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines. Chapters focus on how to help students successfully engage with texts and ideas in English/literature, science, math, history, and arts classrooms. The book shows that while general strategies for reading informational texts are essential, they are not enoughâstudents also need to learn processing strategies that are quite specific to each subject and its typical tasks or problems. Vignettes from exemplary classrooms illustrate research-based ways to build content-area knowledge while targeting essential reading and writing skills.Trade ReviewThis volume rewards the interested reader many times over. The editors offer a classic blend of accomplished authors providing important insights on a topic of great value. The book addresses both theory and practice. It describes not only how students construct meaning in the different content domains, but also how they use this constructed meaning in discipline-related acts of literacy. The evolution in understanding disciplinary literacy is reflected in the Common Core State Standards and the National Assessment of Educational Progress; this book provides the means to meet the demand for high-quality teaching in this area.--Peter P. Afflerbach, PhD, Department of Curriculum and Instruction, University of MarylandMeeting the needs of current and future teachers alike, this book makes explicit what many educators take for granted--the notion that middle and high school students must learn to read, write, and think in qualitatively different ways when entering into content-area classrooms. It provides background knowledge about the habits of mind held by experts and teachers in each content area, as well as specific information about teaching adolescents to adopt those habits of mind and ways of reading. As undergraduate and graduate coursework in teacher preparation programs increasingly focus on content-area literacy, this book will surely be of great use as a text.--Jacy Ippolito, EdD, School of Education, Salem State University, MassachusettsMany secondary literacy coaches I have worked with--most of whom are former English teachers--lack a clear understanding of how literacy works in mathematics, history, science, and other content-area classrooms. This book provides much-needed background on literacy in disciplinary contexts, not only for literacy coaches in junior high and high schools, but also for teachers, administrators, and researchers. It is an exciting time in adolescent literacy, and this volume is an important contribution.--Leslie S. Rush, PhD, Department of Secondary Education, University of Wyoming-Table of Contents1. Learning from Text: Adolescent Literacy from the Past Decade, Tamara L. Jetton and Richard Lee 2. The Challenges of Reading Disciplinary Texts, Zhihui Fang 3. How Disciplinary Experts Read, Cynthia Shanahan 4. A Model for Teacher Planning with Text in the Academic Disciplines, Tamara L. Jetton and Richard Lee 5. Learning with Text in English/Language Arts, Troy Hicks and Susan Steffel 6. Learning with Text in Science, Cynthia Shanahan 7. Reconceptualizing Literacy and Instruction for Mathematics Classrooms, Daniel Siebert and Roni Jo Draper 8. Learning with Texts in History: Protocols for Reading and Practical Strategies, Bruce VanSledright 9. Learning with Text in the Arts, Kathleen Moxley, James Batcheller, Larry Burditt, Sue Gamble, Alan J. Gumm, Johanna Paas, and Judy Thurston

Read more less

Book SynopsisOffering fresh alternatives to common instructional practices that fail to get results, this accessible, highly practical guide highlights ways to motivate middle school students while enhancing content-area learning. Each chapter features an enlightening case study of a teacher whose current strategies are not supported by research; describes effective instructional alternatives, illustrated with concrete examples; and lists online resources and lesson examples. Emphasis is given to supporting critical engagement with texts and drawing on technology and new literacies. The book covers specific content areasâincluding science, social studies, math, and literatureâas well as ways to teach oral literacy and writing across the curriculum. Trade ReviewThis amazingly thorough book makes a major contribution to middle school education/m-/at just the right time. It addresses the challenges that teachers face with the advent of the Common Core State Standards, and does so in a refreshing, empowering way. It models ways to motivate students, promote literacy in meaningful contexts of use, and become more reflective as teachers who are also learners. This is a great text for classes in literacy methods, content-area literacy methods, and middle school education, both at undergraduate and graduate levels.--Jeffrey D. Wilhelm, PhD, English Education Program, Boise State UniversityThis book is essential reading for professional development providers, school-based leaders, and teachers seeking to significantly improve instructional outcomes across content areas. Lapp and Moss provide a potpourri of strategies from educational thought leaders that deepen content knowledge, honor multiple literacies, and offer practical routines that support diverse learners. As more districts and schools adopt the Common Core State Standards, this book will be a 'go-to' guide.--Samuel A. Reed, III, MEd, school-based instructional specialist, Beeber Middle School, PhiladelphiaThe volume speaks directly to teachers' needs, exposing the shortcomings of worn-out practices and showing how to implement research-based alternatives that hold real promise. The authors provide classroom vignettes, step-by-step guidance, instructional tools, and resources. Teachers will recognize themselves and their goals in these pages and will find both encouragement and support to renew their teaching for new times. A valuable resource for reflective teaching and professional development.--Cynthia L. Greenleaf, PhD, Codirector, Strategic Literacy Initiative, WestEd, Oakland, CaliforniaThis 'multimodal' volume includes both traditional and digital-age strategies for promoting learning across the curriculum. The contributing authors write in a personal style that is both interesting and easy to understand. Each chapter is set in a middle school classroom and focuses on helping both novice and seasoned teachers provide authentic classroom practices for today’s students, who are electronically savvy and often disconnected from traditional instruction. The helpful, focused ideas in this book will prompt you to engage your students in challenging, authentic learning in every subject area. I would definitely use this book as a text in our master's-level secondary literacy course.--Karen Bromley, PhD, School of Education, Binghamton University, State University of New York -Table of ContentsI. Teaching Content Literacy 1. If They Can’t Read Their Science Books—Teach Them How, Maria Grant 2. If They Can’t Read Their Social Studies Books—Support Their Learning with Guided Instruction, Karen D. Wood, Jennifer I. Hathaway, and Lina B. Soares 3. If You Want to Motivate the Learning of Mathematics—Use the Visual Arts as a Lens to Learning, Robin A. Ward and Susan Troutman 4. If You Want to Move Beyond the Textbook—Add Young Adult Literature to Content Area Classes, Virginia S. Loh 5. If You Want Students to Read—Motivate Them, Joan Kindig 6. If You Want Students to Use New Literacies—Give Them the Opportunity, Stephanie Schmier and Marjorie Siegel 7. If You Want Students to Evaluate Online Resources and Other New Media—Teach Them How, Jill Castek 8. If You Think Students Should Be Critically Literate—Show Them How, Peggy Albers II. Developing Spoken and Written Language 9. If You Want to Take the Ho-Hum Out of History—Teach Writing That’s Right for New Times, Dana L. Grisham and Thomas DeVere Wolsey 10. If Students Are Unmotivated Writers—Motivate Them, Jane Hansen and Timothy Shea 11. If Students Are Not Succeeding as Writers—Teach Them to Self-Assess Using a Rubric, Judy M. Parr and Rebecca Jesson 12. If You Want Students to Learn Academic English—Teach It to Them, Dianna Townsend 13. If You Want Students to Learn Vocabulary—Move Beyond Copying Words, Kathy Ganske 14. If You Value Student Collaboration—Hold Students Accountable for Collaborative Group Work, Heather Casey III. Establishing Effective Learning Routines 15. If You Think Book Clubs Matter—Set Some Up Online, Thomas DeVere Wolsey and Dana L. Grisham, with Melissa Provost 16. If You Want Students to Read Widely and Well—Eliminate Round-Robin Reading, Kelly Johnson and Diane Lapp 17. If You Want to Eliminate Misconceptions and Errors—Support Learning with Questions, Prompts, Cues, and Explanations, Douglas Fisher and Nancy Frey 18. If You Want Students to Take Notes Instead of Copying Them—Teach Them How, Christianna Alger and Barbara Moss 19. If You Want to Help Students Organize Their Learning—Fold, Think, and Write with Three-Dimensional Graphic Organizers, Nancy Frey and Douglas Fisher 20. If Homework Really Matters—Assign Some That’s Valuable, Cynthia H. Brock, Julie L. Pennington, and Jennifer D. Morrison

Read more less

Book SynopsisAddressing a key skill in reading, writing, and speaking, this comprehensive book is grounded in cutting-edge research on vocabulary development. It presents evidence-based instructional approaches for at-risk students, including English language learners and those with learning difficulties. Coverage ranges from storybook reading interventions for preschoolers to direct instruction and independent word-learning strategies for older students. Guidance is provided on using word lists effectively and understanding how word features influence learning. The book also reviews available vocabulary assessment tools and describes how to implement them in a response-to-intervention framework.Trade Review"This is one of the most comprehensive, accessible, and useful books on vocabulary in recent years. The authors apply key research on vocabulary development to practical considerations about how to improve vocabulary for struggling readers. What words should be featured in instruction? What are the best approaches for young children? What evidence-based approaches can be used for older struggling readers? What are recommended approaches for English language learners? This book will be useful both as a course text and as a primary reference for front-line teachers who are doing vocabulary instruction."--Richard K. Wagner, PhD, Robert O. Lawton Distinguished Professor of Psychology, Florida State University; Associate Director, Florida Center for Reading Research "Current, conceptually sound, clearly written, and practical. The authors document and explain the interdependence of word form, structure, meaning, and use, and translate basic insights about word learning into detailed descriptions of direct and indirect vocabulary instruction. No important issue is left untreated. This book offers the most complete compilation and reviews available of word lists, instructional techniques, vocabulary programs, and vocabulary assessments. It will be an indispensable resource for teachers, curriculum and test designers, and researchers."--Louisa Moats, EdD, Moats Associates Consulting, Inc. "Vadasy and Nelson’s synthesis of multiple research disciplines is highly advantageous. It is rare to find such a comprehensive collection of research and practice in one book. The authors do an excellent job of providing effective and practical information on vocabulary learning and vocabulary instruction that is inclusive of diverse learners. This book is truly a 'must have' for any prospective or practicing primary or secondary educator who teaches vocabulary."--Torri Ortiz Lienemann, PhD, differentiated learning coordinator, Norris School District, Firth, Nebraska -I was really impressed. It is a treasure trove of research on vocabulary instruction and well worth having as a reference and/or as a course textbook....The many strategies described in this book will definitely help strugglers.--Australian Journal of Learning Difficulties, 5/28/2013Table of Contents1. Origins of Vocabulary Knowledge and Its Role in Reading Comprehension 2. Word Properties That Affect Vocabulary Instruction 3. Making Principled Decisions about Vocabulary Instruction 4. Early Approaches to Vocabulary Instruction 5. Evidence-Based Instructional Approaches for School-Age Children 6. Independent Vocabulary Learning Approaches 7. Vocabulary Assessment 8. Teaching Vocabulary to English Language Learners

Read more less

Book SynopsisThis comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speechâlanguage professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.Trade Review"Perhaps no topic is of greater interest today to educational researchers, policymakers, and practitioners than how best to meet the needs of ELLs. This state-of-the-art work, presented in a lively and accessible fashion, provides a thorough and practical treatment of this topic from leading experts in the field. A 'must have' for all of us."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University "This definitive book represents research-to-practice at its best. The contributors are cutting-edge researchers with significant practical experience. What makes the book unique is that it takes multiple perspectives--neurological, theoretical, behavioral, social, cognitive, environmental, and individual--and weaves them into a coherent and accessible tapestry, laying to rest the notion that ELLs are destined to lag behind their monolingual peers. Educators will be able to read this book and immediately begin to implement changes in their instruction. It could serve as a text in any teacher training program and could also be used in training other professionals, such as ESL instructors, reading specialists, school psychologists, and speech/n-/language pathologists."--Brian A. Goldstein, PhD, Department of Communication Sciences and Disorders, Temple University "A 'must read' for every inservice and preservice teacher. The book is extremely well organized, with excellent continuity from one chapter to the next. The contributors are outstanding scholars who present reader-friendly chapters that cover theory, research, and best practices for the classroom. This book should be adopted as a text in an ELL course or courses that deal with teaching any content area. Kudos to the editors on this important volume."--Lesley Mandel Morrow, PhD, Distinguished Professor of Literacy and Chair, Department of Learning and Teaching, Rutgers, The State University of New Jersey - The editors have assembled contributions from 12 experts on the subject of ELL education. They include the most current research available, which enhances and at times debunks traditionally held views....Despite the complex issues pertaining to ELL, the book presents them in a manner that novices can easily grasp. Highly recommended. Upper-division undergraduate, graduate, research, and professional collections. --Choice, 2/3/2011ƒƒFor an individual reader, the greatest yield from this text might be more than the practical ideas they can apply. The text also has the promise of challenging assumptions, sometimes hidden and sometimes overt, that we as teachers or the systems within which we work make about language acquisition or the potential of ELLs. Detailed quantitative evidence and powerful qualitative descriptions offer a starting point for reflecting on one's own practice or advocating for change….A rigorous, challenging work Invaluable for educators from a variety of backgrounds, an opportunity to learn and to use theory and research-validated concepts and practices to change classrooms, policies, and personal beliefs. As has been noted, the substantial attention given to the topic of assessment and to the role of administrators is unique and adds to the value of this timely and important work.--Journal of Education, 9/9/2014Table of ContentsIntroduction, Marilyn Shatz and Louise C. WilkinsonI. Early Language Experience and School Readiness 1. The Brain and Language Acquisition: Variation in Language Knowledge and Readiness for Education, Barbara T. Conboy 2. The Process of Acquiring a First and Second Language, Kathryn Kohnert and Giang Pham 3. Language Choice and Competence: Code Switching and Issues of Social Identity in Young Bilingual Children, Iliana Reyes and Susan M. Ervin-TrippII. Language and Literacy Principles and Practices in School 4. Ways to Words: Learning a Second-Language Vocabulary, Lisa M. Bedore, Elizabeth D. Peña, and Karin Boerger 5. The Role of Phonology in Orthographically Different Languages, Ellen H. Newman 6. Bilingualism and Cognitive Linkages: Learning to Read in Different Languages, Ellen Bialystok and Kathleen F. Peets 7. Learning English as a Second Language, María Estela BriskIII. Assessment and Interaction: Working with Children and Families 8. Communicative Repertoires and English Language Learners, Betsy Rymes 9. Difficulty, Delay, or Disorder: What Makes English Hard for English Language Learners?, Carol Westby and Deborah A. Hwa-Froelich 10. Implications for Assessment and Instruction, Alison L. Bailey 11. Extended Implications for Practice: Families as Allies, Leslie Reese and Claude Goldenberg 12. Recent Research on English Language and Literacy Instruction: What We Have Learned to Guide Practice for English Language Learners in the 21st Century, Diane August, Claude Goldenberg, William M. Saunders, and Cheryl Dressler

Read more less

Book SynopsisGrounded in the best current knowledge, this book shows how to implement response to intervention (RTI) in middle and high school contexts. Detailed guidelines are presented for teaching reading comprehension, vocabulary, and other aspects of literacy across the content areas, and for providing effective interventions for students who require additional support. The authors describe RTI procedures that are specifically tailored to the needs of struggling adolescent learners and that take into account the challenges and logistics of secondary-level implementation. The volume features 26 reproducible tools for planning, assessment, progress monitoring, and multi-tiered instruction; the large-size format facilitates photocopying.Trade Review"We all know that the knowledge base on RTI for middle and high school has been fragmented and diffuse. It no longer is. This book candidly synthesizes and weaves together relevant research and information that can inform best practices in RTI at the secondary level. Honest and pragmatic, it should be essential reading."--Russell Gersten, PhD, Director, Instructional Research Group, University of Oregon "There are RTI models for elementary schools, but what about older students? Reed, Wexler, and Vaughn provide a practical guide to RTI implementation in secondary schools. Finally, a resource that can help middle and high schools to be more systematically aggressive about kids’ learning."--Timothy Shanahan, PhD, Distinguished Professor Emeritus, Department of Curriculum and Instruction, University of Illinois at Chicago "At long last, an RTI resource that addresses the unique needs and challenges of secondary educators. This practical reference for teachers and administrators could easily become the focus of a professional development program. It features illustrative scenarios and concrete recommendations that can be put to use immediately to plan and implement RTI at the school or district level."--Tina Angelo, MEd, manager of adolescent literacy, Houston (Texas) Independent School District -Table of ContentsPrologue: Response to Intervention with Secondary Students: Why the Issues Are Different Than with Elementary Students, Sharon Vaughn and Jack M. Fletcher Introduction 1. RTI in Reading: An Overview 2. Step 1: Implementing Effective Tier 1 Instruction 3. Step 2: Establishing Interventions in Reading 4. Step 3: Guidelines for Tiers 2 and 3 5. Step 4: Refining Implementation of RTI Epilogue. Appendix A. Sample Middle School Schedules: Grades 6–8 Appendix B. Sample Junior High Schedules: Grades 7–8 Appendix C. Sample High School Schedule Appendix D. Examples of Vocabulary and Comprehension Strategies for Content-Area Instruction Appendix E. Examples of Reading Intervention Strategies Appendix F. Resources for Implementing RTI at the Secondary Level

Read more less

Book SynopsisFrom leading experts, this indispensable resource presents a practical model for conducting reading assessments for screening, diagnosis, and progress monitoring in each of the three tiers of response to intervention (RTI). K-8 teachers and school personnel are guided to use norm-referenced, informal, and curriculum-based measures to assess key components of reading development and make informed choices about instruction. The book describes how to survey existing assessment practices in a school and craft a systematic plan for improvement; reproducible tools include a 10-page RTI Assessment Audit that can be downloaded and printed in a convenient 8 1/2 x 11 size.See also Assessment for Reading Instruction, Third Edition, which explains the fundamentals of assessment and provides essential hands-on tools.Trade Review"This book is important, useful, and timely. It focuses on how to plan the amount and types of assessment that will be 'just right' in each tier of RTI, in a style that is 'just right' for teachers and other practitioners. Readers will especially appreciate the information about the most appropriate use of curriculum-based measures, as well as the very helpful RTI Assessment Audit."--Karen K. Wixson, PhD, Dean and Professor Emerita, School of Education, University of North Carolina at Greensboro, and School of Education, University of Michigan "A 'must read' for educators who are implementing RTI in literacy. Stahl and McKenna present practical and easy-to-implement strategies to support data-based decision making. They discuss the purposes of assessment and how much assessment is needed. Assessment tools and strategies are provided to help teachers and administrators determine each student’s risk status and response to a given intervention."--Theresa M. Janczak, PhD, Exceptional Education Department, Buffalo State, State University of New York "Ideal for teachers at all levels of experience, this book describes strategies for assessing reading development that support the RTI process. The book gave me a greater understanding of RTI. It explains easy-to-implement, practical ways to assess student progress and make literacy instruction more efficient, including concrete examples. I was inspired to try out the authors' suggestions in my own classroom. This is a perfect resource for a school book study."--Laura K. Kelley, classroom teacher and RTI coordinator, Fulton Academy of Excellence, Aurora, Colorado-Table of Contents1. Assessments in an RTI System2. Assessing Reading Development3. Conducting a School Assessment Audit4. Assessments in Tier 1: The Essentials5. Assessments in Tier 2: Providing and Evaluating Secondary Support6. Assessments in Tier 3 and Beyond: Diagnostic Decision Making7. Communicating Assessment Outcomes8. Creating an Effective RTI SystemInternet Resources That Support RTI Implementation

Read more less

Book SynopsisFrom leading experts, this indispensable resource presents a practical model for conducting reading assessments for screening, diagnosis, and progress monitoring in each of the three tiers of response to intervention (RTI). K-8 teachers and school personnel are guided to use norm-referenced, informal, and curriculum-based measures to assess key components of reading development and make informed choices about instruction. The book describes how to survey existing assessment practices in a school and craft a systematic plan for improvement; reproducible tools include a 10-page RTI Assessment Audit that can be downloaded and printed in a convenient 8 1/2 x 11 size.See also Assessment for Reading Instruction, Third Edition, which explains the fundamentals of assessment and provides essential hands-on tools.Trade Review"This book is important, useful, and timely. It focuses on how to plan the amount and types of assessment that will be 'just right' in each tier of RTI, in a style that is 'just right' for teachers and other practitioners. Readers will especially appreciate the information about the most appropriate use of curriculum-based measures, as well as the very helpful RTI Assessment Audit."--Karen K. Wixson, PhD, Dean and Professor Emerita, School of Education, University of North Carolina at Greensboro, and School of Education, University of Michigan "A 'must read' for educators who are implementing RTI in literacy. Stahl and McKenna present practical and easy-to-implement strategies to support data-based decision making. They discuss the purposes of assessment and how much assessment is needed. Assessment tools and strategies are provided to help teachers and administrators determine each student’s risk status and response to a given intervention."--Theresa M. Janczak, PhD, Exceptional Education Department, Buffalo State, State University of New York "Ideal for teachers at all levels of experience, this book describes strategies for assessing reading development that support the RTI process. The book gave me a greater understanding of RTI. It explains easy-to-implement, practical ways to assess student progress and make literacy instruction more efficient, including concrete examples. I was inspired to try out the authors' suggestions in my own classroom. This is a perfect resource for a school book study."--Laura K. Kelley, classroom teacher and RTI coordinator, Fulton Academy of Excellence, Aurora, Colorado-Table of Contents1. Assessments in an RTI System2. Assessing Reading Development3. Conducting a School Assessment Audit4. Assessments in Tier 1: The Essentials5. Assessments in Tier 2: Providing and Evaluating Secondary Support6. Assessments in Tier 3 and Beyond: Diagnostic Decision Making7. Communicating Assessment Outcomes8. Creating an Effective RTI SystemInternet Resources That Support RTI Implementation

Read more less

Book SynopsisThis indispensable book gives preservice and practicing literacy coaches the tools they need to build a successful schoolwide reading program. The authors, well-known experts in the field, describe the literacy coach's crucial, evolving role in today's schools. They offer step-by-step guidelines for implementing curricula and assessments, selecting instructional materials, and planning for differentiation and intervention. Specific ways to support teachers by providing high-quality professional development are discussed. The book is grounded inresearch on PreK-5 instruction and the characteristics of effective coaches. New to This Edition *Incorporates the latest research and instructional materials. *Expanded grade range now includes PreK and grades 4-5. *Content on RTI and the Common Core standards is woven throughout. *Strategies for making professional development more responsive to teachers' needs. See also The Literacy Coaching Challenge,Trade ReviewDrawing on extensive recent research, this second edition provides an up-to-date look at the components, complexities, and complications of literacy coaching. Walpole and McKenna write in a direct and engaging style. They present relevant, practical information and advice for coaches, teachers, and administrators. The book covers the terrain of coaching with a level of expertise that is seldom seen. A 'must read.'--D. Ray Reutzel, PhD, Emma Eccles Jones Endowed Chair and Distinguished Professor of Early Literacy, Utah State University A tour de force. The authors know elementary classrooms in and out, and they know what literacy coaches should be well informed about and able to do. The second edition provides the latest research on coaching and reading instruction. It is filled with practical ideas that will assist coaches in their daily work in classrooms and schools. This is a great text for reading endorsement/coaching courses and administration courses for elementary principals.--Janice A. Dole, PhD, Department of Educational Psychology, University of UtahThis is an indispensable book for any educator involved in school reform surrounding literacy. It contains practical strategies and research for literacy coaches that could also inform the practices of teachers, reading specialists, and administrators. The grouping configurations, assessment systems, and representative schedules are particularly valuable. With its insight into professional development and leadership, the book will be especially useful for graduate students. No other text is as comprehensive and concrete, or has the potential to make such a difference in the lives of elementary students.--Christine McNair, MSEd, English Language Arts Supervisor, Roanoke (Virginia) City Public Schools; Adjunct Instructor, Virginia Western Community CollegeWalpole and McKenna have done a fantastic job of revising a book that was a lifesaver for me when I was training literacy coaches. Like the first edition, the second edition is packed with information; the expanded grade range and the rich research updates make it even more useful. This is an essential book for coaches as well as other educators seeking to implement lasting literacy changes to benefit students.--Lisa Albert, EdS, third-grade teacher, Twin Oaks Elementary School, Leesburg, GeorgiaWalpole and McKenna have done it again! The second edition of this comprehensive guide incorporates current research and gives more attention to expectations at the preschool level and the impact of the Common Core State Standards on instruction and learning. The book is reader friendly; it's obvious that Walpole and McKenna have worked closely with literacy coaches in the field. They describe many different tools and resources that literacy coaches can use to do their job more effectively. This text is a valuable resource for those preparing reading specialists and coaches, and is a 'must read' for practicing coaches.--Rita M. Bean, PhD, Professor Emerita, School of Education, University of Pittsburgh- This book, with its abundance of ideas and suggestions as well as background information, provides valuable insight and guidance for any literacy coach, whether the person is new to the position or is a seasoned coach seeking to further her professional development. --Childhood Education, 12/16/2012Table of Contents1. What Is a Literacy Coach? 2. Research on Literacy Coaching3. What Is a Schoolwide Literacy Program? 4. Finding and Applying Reading Research5. Reading Assessment 6. Instructional Schedules7. Instructional Tasks and Procedures 8. Selecting Materials and Programs9. Schoolwide Response to Intervention 10. Providing Professional Support11. Leadership

Read more less

Book SynopsisThis book showcases effective ways to build the vocabulary knowledge K-8 learners need to engage meaningfully in reading, writing, and discussion on academic subjects. The distinguished authors draw on decades of classroom experience to explain what academic vocabulary is, how it fits into the Common Core State Standards, and how targeting vocabulary can enhance conceptual understanding in English language arts, social studies, and math and science. Rich classroom vignettes, teaching tips, and examples of student work are included. The book also features helpful figures, word lists, discussion questions, and recommended print and online resources.Trade ReviewAn important guide for all educators, from novices to seasoned teachers. It is timely, research based, practical, and reader friendly. Vocabulary instruction is discussed in the context of the Common Core, with attention to new literacies and the needs of all learners, including English language learners. The examples are authentic and come from teachers in K-8 classrooms, making the suggested practices easily applicable to 'real' texts and teaching situations. All of the information is clearly explained through words, examples, and visuals that make the content easy to understand and use.--Adriana L. Medina, PhD, Department of Reading and Elementary Education, University of North Carolina at CharlotteThis book unlocks the mysteries of teaching academic vocabulary and addresses teachers' common concerns and questions, such as how to select appropriate words to teach, how to teach academic vocabulary across all content areas, and how to use new technologies to enhance instruction. As an instructor of reading methods courses for undergraduate preservice teachers, I would eagerly use this text to provide a firm theoretical foundation for my students with regard to the critical role of vocabulary instruction in the K-8 classroom. The authors take the reader into schools and classrooms to explore strategies for effective instruction. They not only tell the reader, they show the reader, clearing up any fuzziness about teaching academic vocabulary and bringing it into sharp focus.--Donna Savage, EdS, Lecturer, Department of Teaching and Learning, Old Dominion UniversityThe authors, who are leading experts on vocabulary research and instruction, do a masterful job of laying the foundation for language development in English language arts and across the content areas. The disciplinary focus is especially relevant as it relates to the increased expectations of the Common Core State Standards. Classroom teachers will want to have this book at their fingertips when planning vocabulary instruction; teacher educators will find it a valuable addition to their literacy coursework.--Brenda J. Overturf, EdD, literacy consultant, Louisville, Kentucky; Chair (2012-2013), IRA Common Core StateStandards CommitteeThis book demonstrates the importance of vocabulary instruction--and happily, it also provides a clear lens into how to do the job in a meaningful way, including examples of both schoolwide and classroom applications. The rich base of research and theory makes this a useful text both for college courses and for professional development providers. As teachers across the country work to help their students engage with increasingly complex texts, building a deeper understanding of the words within those texts is critical to success.--Connie Obrochta, MEd, Reading Recovery teacher leader, Evanston-Skokie (Illinois) School District 65 -Table of Contents1. The Importance of Academic Vocabulary2. The Role of Academic Language in Content-Area Learning3. Understanding Effective Vocabulary Instruction4. Teaching Academic Vocabulary in the English Language Arts5. Teaching Academic Vocabulary in Social Studies6. Teaching Academic Vocabulary in Math and Science7. The Role of Technology in Learning Academic Vocabulary8. Resources for Developing Academic Vocabulary

Read more less

Book SynopsisThis book showcases effective ways to build the vocabulary knowledge K-8 learners need to engage meaningfully in reading, writing, and discussion on academic subjects. The distinguished authors draw on decades of classroom experience to explain what academic vocabulary is, how it fits into the Common Core State Standards, and how targeting vocabulary can enhance conceptual understanding in English language arts, social studies, and math and science. Rich classroom vignettes, teaching tips, and examples of student work are included. The book also features helpful figures, word lists, discussion questions, and recommended print and online resources.Trade ReviewAn important guide for all educators, from novices to seasoned teachers. It is timely, research based, practical, and reader friendly. Vocabulary instruction is discussed in the context of the Common Core, with attention to new literacies and the needs of all learners, including English language learners. The examples are authentic and come from teachers in K-8 classrooms, making the suggested practices easily applicable to 'real' texts and teaching situations. All of the information is clearly explained through words, examples, and visuals that make the content easy to understand and use.--Adriana L. Medina, PhD, Department of Reading and Elementary Education, University of North Carolina at CharlotteThis book unlocks the mysteries of teaching academic vocabulary and addresses teachers' common concerns and questions, such as how to select appropriate words to teach, how to teach academic vocabulary across all content areas, and how to use new technologies to enhance instruction. As an instructor of reading methods courses for undergraduate preservice teachers, I would eagerly use this text to provide a firm theoretical foundation for my students with regard to the critical role of vocabulary instruction in the K-8 classroom. The authors take the reader into schools and classrooms to explore strategies for effective instruction. They not only tell the reader, they show the reader, clearing up any fuzziness about teaching academic vocabulary and bringing it into sharp focus.--Donna Savage, EdS, Lecturer, Department of Teaching and Learning, Old Dominion UniversityThe authors, who are leading experts on vocabulary research and instruction, do a masterful job of laying the foundation for language development in English language arts and across the content areas. The disciplinary focus is especially relevant as it relates to the increased expectations of the Common Core State Standards. Classroom teachers will want to have this book at their fingertips when planning vocabulary instruction; teacher educators will find it a valuable addition to their literacy coursework.--Brenda J. Overturf, EdD, literacy consultant, Louisville, Kentucky; Chair (2012-2013), IRA Common Core StateStandards CommitteeThis book demonstrates the importance of vocabulary instruction--and happily, it also provides a clear lens into how to do the job in a meaningful way, including examples of both schoolwide and classroom applications. The rich base of research and theory makes this a useful text both for college courses and for professional development providers. As teachers across the country work to help their students engage with increasingly complex texts, building a deeper understanding of the words within those texts is critical to success.--Connie Obrochta, MEd, Reading Recovery teacher leader, Evanston-Skokie (Illinois) School District 65 -Table of Contents1. The Importance of Academic Vocabulary2. The Role of Academic Language in Content-Area Learning3. Understanding Effective Vocabulary Instruction4. Teaching Academic Vocabulary in the English Language Arts5. Teaching Academic Vocabulary in Social Studies6. Teaching Academic Vocabulary in Math and Science7. The Role of Technology in Learning Academic Vocabulary8. Resources for Developing Academic Vocabulary

Read more less

Book SynopsisThis book presents a practical model and specific unit- and lesson-planning ideas for enhancing students' reading comprehension in any 2-8 classroom. The authors provide innovative suggestions that help teachers construct a comprehension curriculum organized around literature, informational texts, or a basal reading program. Vivid case examples and vignettes bring to life ways to build the knowledge, strategies, and motivation that children need to engage with different types of texts and become proficient, enthusiastic readers. Graphic elements throughout the volume link instructional and assessment practices directly to the Common Core standards.Trade ReviewWith rich classroom examples, this book shows grade 2-8 teachers how to make reading comprehension instruction meaningful and effective. Brown and Dewitz detail ways to help students become knowledgeable, strategic, metacognitive, and motivated--outcomes that meet the expectations set in the Common Core State Standards. Perfect for teachers and teacher candidates in reading courses, this book will be a powerful tool for professional development.--Mariam Jean Dreher, PhD, Department of Teaching, Learning, Policy, and Leadership, University of Maryland, College Park In order to be a highly effective classroom teacher, I need to understand what children are doing when they attempt to comprehend. Brown and Dewitz do an outstanding job describing this invisible process within the successful reader's mind. Their instructional suggestions and ideas line up with Common Core State Standards and are presented in a teacher-friendly format that can fit into your existing program. The 'Looking Back, Looking Forward' section at the end of each chapter keeps the reader reassessing the whole comprehension puzzle with which teachers are challenged as they teach.--Kay M. Dimon, MEd, fourth-grade teacher, Fremont Elementary School, East Syracuse, New YorkThe authors offer well-defined and illustrative core comprehension principles that are beneficial for teacher-training programs and daily use by classroom teachers. The book embodies the very essence of what needs to occur in classrooms across the nation to provide our children with vital reading strategies.--Nora Laaksonen, MEd, reading specialist, Accomack County (Virginia) Public Schools -Table of ContentsForeword, Nell K. Duke1. What Does Good Comprehension Look Like? 2. Beyond the Reader: Texts and Contexts of Comprehension 3. Teaching Comprehension 4. Assessment 5. Planning Comprehension Instruction in a Literature-Based Framework 6. Teaching Reading Comprehension with Literature 7. Planning Comprehension Instruction in an Inquiry Framework 8. Teaching Reading Comprehension with Informational Texts 9. Planning Comprehension Instruction in a Basal Program Framework 10. Teaching Reading Comprehension with a Basal Reading Program 11. Conclusion: What We Hoped You Have Learned

Read more less

Book SynopsisBringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3). Coverage includes foundational topics such as alphabet learning, phonological awareness, oral language development, and learning to write, as well as cutting-edge topics such as digital literacy, informational texts, and response to intervention. Every chapter features guiding questions; an overview of ideas and findings on the topic at hand; specific suggestions for improving instruction, assessment, and/or the classroom environment; and an engrossing example of the practices in action.Trade Review"This book presents a rich assortment of advice and practical examples from an expert team of authors, explaining how to provide young children with supportive literacy and language environments. Dive right in and pull out a gem on topics as diverse and necessary as parent involvement, digital literacy, the role of play, literary and informational texts, oral language, assessment, early intervention, response to intervention, writing, reading comprehension, and more. Definitely a keeper."--Timothy Shanahan, PhD, Distinguished Professor Emeritus, Department of Curriculum and Instruction, University of Illinois at Chicago "A welcome addition to the bookshelves of practitioners, early childhood leaders, early literacy scholars, and university students. This is an excellent volume, coherently written and arranged. It will help broaden the reader's knowledge base about literacy development, materials, instruction, intervention, and assessment. The examples and approaches in this visionary book can be adapted readily to learners' unique needs. I recommend it strongly! As a text, I would use this book in courses such as Early Literacy and Acquisition and Development of Language and Literacy."--Patricia A. Edwards, PhD, Department of Teacher Education, Michigan State University; past president, International Literacy Association "Research has consistently demonstrated the impact of early literacy instruction on young children’s educational outcomes. Sadly, best practices are not always common knowledge. This book provides educators with critical information about what should be taught in the preschool classroom as well as explicit guidance for using research-based instructional strategies. The volume also acknowledges the critical roles that parents and culture play in children's early literacy, offering strategies for engaging parents and bridging the home and school settings."--Billie J. Enz, PhD, College of Education (Emerita), Arizona State University -Table of ContentsI. Influences on Literacy Development1. Parent Involvement Supporting Early Literacy Achievement: Best Practices for Bridging the Home and School Environments, Beth M. Phillips, Kylie S. Flynn, Galiya A. Tabulda, Smriti Jangra, and Christopher J. Lonigan2. A Comprehensive Approach to Building Oral Language in Preschool: Prerequisites for Literacy, Allyssa McCabe3. Working with Culturally and Linguistically Diverse Students: Lessons Learned from Reading Recovery, Catherine Compton-Lilly4. Supporting Language and Literacy Development in Quality Preschools, Shannon Riley-AyersII. Materials and Texts5. Early Literacy Development in the Digital Age, Jackie Marsh and Dylan Yamada-Rice6. What, When, and How Electronic Media Can Be Used in an Early Literacy Classroom, Annie M. Moses7. New Perspectives on Literature for Young Children, Diane M. Barone and Andrea Morency8. Read All about I.T.!: Informational Text in the Early Childhood Classroom, Lynne M. Watanabe and Nell K. DukeIII. Reconceptualizing Developmentally Appropriate Practice9. Phonological Awareness and Alphabet Knowledge: The Foundations of Early Reading, Marcia Invernizzi and Laura S. Tortorelli10. Reading to Learn from the Beginning: Comprehension Instruction in the Primary Grades, Katherine A. Dougherty Stahl11. Best Practices in Oral Vocabulary Instruction, Susan B. Neuman and Tanya S. Wright12. Real Books, Real Reading: Effective Fluency Instruction for Striving Readers, Melanie R. Kuhn, Kristina Zukauskas Phelan, and Paula J. Schwanenflugel13. Best Practices in Early Writing Instruction, Deborah Wells Rowe and Tanya R. Flushman14. Strengthening Play in Early Literacy Teaching Practice, Kathleen A. Roskos and James ChristieIV. Intervention and Assessment15. "How Am I Doing?": Students' Perceptions of Literacy and Themselves, Marla H. Mallette, Peter P. Afflerbach, and Christine E. Wiggs16. The Interactive Strategies Approach to Early Literacy Intervention, Donna M. Scanlon, Kimberly L. Anderson, and Frank R. Vellutino17. An Evidence-Based Approach to Response to Intervention, Monica T. Billen and Richard L. Allington

Read more less

Book Synopsis This widely adopted text and teacher resource provides a comprehensive approach to assessing and remediating reading difficulties in grades K-6. Darrell Morris presents rich case studies of beginning and older readers struggling with different types of reading problems. He shows how to administer a thorough diagnostic battery and provide instruction tailored to each student's needs. In addition to one-to-one tutoring strategies, small-group and whole-class applications are discussed. Reproducible tools, book lists, and other user-friendly materials can be photocopied from the book or downloaded and printed in a convenient 8 1/2 x 11 size.Ã New to This Edition *Detailed explanations of how to adapt the techniques for classroom use. *The latest research findings pertaining to reading diagnosis. *Updated and expanded book lists. *Chapter on historical and theoretical foundations. See also the Morris Informal Reading Inventory: Preprimer through Grade 8, a complemTrade Review"This book is the real deal. The second edition represents developmental 'craft knowledge' honed across decades of engagement with the diagnosis and remediation of reading difficulties. The case-based approach helps the reader better understand literacy development and how to connect assessment to instruction. Morris walks the reader through the 'whats,' 'whys,' and 'how-tos' of best practice, going beyond the initial assessment to include pre- and post-growth measures and their interpretation. Reflective practitioners, teacher educators, and graduate students will refer to this book again and again."--Marcia Invernizzi, PhD, Edmund H. Henderson Professor Emerita, School of Education and Human Development, University of Virginia "If you believe that building on history is the best way to improve theory and practice, then Morris is your author. While others fight the 'reading wars,' Morris quite possibly has interacted with more students who find reading challenging than has anyone else in the field. This is the first book I turn to when working with beginning teachers. The second edition builds on the strengths of the first, blending theory and practice to help current and future teachers become better instructors."--Sam Miller, PhD, School of Education, University of North Carolina at Greensboro"In this exciting second edition of his groundbreaking book, Morris reminds us that the reading assessment data most helpful in day-to-day and year-to-year instruction are those collected in the classroom by a knowledgeable teacher. He makes an impressive case for the validity of informal reading inventories and presents his influential research on the nature, interpretation, and application of information obtained through their use. In a 'data-driven' era of ever-higher expectations, Morris offers educators the most insightful and dependable foundation for addressing the persistent challenge of those 25-30% of students who struggle to learn to read."--Shane Templeton, PhD, Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno "A very practical and readable book, grounded in research. Morris provides a step-by-step, thorough discussion of how to use informal reading and spelling inventories to plan literacy instruction and intervention. Numerous case studies illustrate how to apply the results of formative assessments to design interventions for children with widely varying needs. Morris makes an excellent case for the value of supervised clinical practice and coaching in teacher professional development, and provides a fine model of the type of thoughtful, well-informed coaching that educators should receive. This is a valuable book for both preservice elementary teachers and those pursuing a graduate degree in reading."--Louise Spear-Swerling, PhD, Department of Special Education and Reading, Southern Connecticut State University -Table of ContentsI. Introduction1. A Personal Perspective2. A Brief History of Informal Reading DiagnosisII. Diagnosing Reading Problems3. Administering an Informal Reading Diagnosis4. Interpretation of Reading Scores5. Beyond the Initial Reading DiagnosisIII. Correcting Reading Problems6. Preventing Reading Problems in the Early Grades7. Correcting Reading Problems in the Later Grades: I. Basic Teaching Strategies 8. Correcting Reading Problems in the Later Grades: II. Case Studies IV. Training Reading Teachers 9. Clinical Training for Teachers of Reading

Read more less

Book SynopsisThis book guides teachers in grades 6-12 to strategically combine a variety of texts--including literature, informational texts, and digital sources--to meet their content-area goals and the demands of the Common Core State Standards (CCSS). It presents clear-cut ways to analyze text complexity, design challenging text sets, and help students get the most out of what they read. Provided are practical instructional ideas for building background knowledge, promoting engagement, incorporating discussion and text-based writing, and teaching research skills. Appendices offer sample unit plans for English language arts, history/social studies, and science classrooms. More than 20 reproducible coaching templates and other tools can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade ReviewThis is the only professional development guide that 6-12 teachers need for interpreting how to meet the rigorous demands of the CCSS. The framework in this book enables me not only to design effective text sets (with both informational and literary texts), but also to implement reading strategies and writing activities that really work!--John Strong, MEd, English language arts teacher, Dover (Delaware) High SchoolLewis, Walpole, and McKenna draw on their vast knowledge of literacy research and practice, extensive work in middle and high school classrooms, and deep understanding of the CCSS. The authors recognize that perhaps the most fundamental shift brought about by the CCSS is in regard to texts. They help teachers construct text sets and describe content-area strategies for implementation before, during, and after reading and writing assignments. The book not only explains the strategies and how they might support the kind of in-depth understanding of texts that is expected with the Common Core, but also offers extended examples of their use. This engaging read will provide a sense of relief to teachers who feel unsure about or overwhelmed by the CCSS.--Cynthia Shanahan, EdD, College of Education, University of Illinois at ChicagoAs we assemble our libraries of CCSS resources, this book deserves a prominent spot. The authors skillfully explain the rigorous expectations of the CCSS in light of the rich scholarship on adolescent literacy. The book explores a range of highly effective instructional practices to support students as readers, writers, speakers, and thinkers as they engage with complex texts as disciplinary learners. The authors' approach is thoughtful, and their conversational tone is very reader friendly.--Doug Buehl, MS, adolescent literacy specialist, Madison, Wisconsin This book has the authors' expertise and experience written all over it. My assistant superintendent has been leading the charge to integrate CCSS into our curriculum and guide our teachers through the curriculum writing process. Many of the ideas in this book are very closely aligned with the work our curriculum-writing teams have been doing, and I know our teachers will find both value and validation in it.--Martin J. Hudacs, EdD, Superintendent, Solanco School District, Quarryville, Pennsylvania -Table of ContentsForeword, Jeffrey Menzer and Jacob Nagy1. Embracing the Common Core2. Understanding Adolescent Readers3. Understanding Challenging Texts4. Designing Challenging Text Sets5. Building Background Knowledge6. Supporting Students during Reading7. Implementing High-Quality Discussions after Reading8. Text-Based Writing to Support Understanding9. Research in the Content Areas10. Leading for ChangeAppendix 1. Text Set Examples from English Language ArtsAppendix 2. Text Set Examples from History/Social StudiesAppendix 3. Text Set Examples from Science

Read more less

Book SynopsisThis book guides teachers in grades 6-12 to strategically combine a variety of texts--including literature, informational texts, and digital sources--to meet their content-area goals and the demands of the Common Core State Standards (CCSS). It presents clear-cut ways to analyze text complexity, design challenging text sets, and help students get the most out of what they read. Provided are practical instructional ideas for building background knowledge, promoting engagement, incorporating discussion and text-based writing, and teaching research skills. Appendices offer sample unit plans for English language arts, history/social studies, and science classrooms. More than 20 reproducible coaching templates and other tools can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade ReviewThis is the only professional development guide that 6-12 teachers need for interpreting how to meet the rigorous demands of the CCSS. The framework in this book enables me not only to design effective text sets (with both informational and literary texts), but also to implement reading strategies and writing activities that really work!--John Strong, MEd, English language arts teacher, Dover (Delaware) High SchoolLewis, Walpole, and McKenna draw on their vast knowledge of literacy research and practice, extensive work in middle and high school classrooms, and deep understanding of the CCSS. The authors recognize that perhaps the most fundamental shift brought about by the CCSS is in regard to texts. They help teachers construct text sets and describe content-area strategies for implementation before, during, and after reading and writing assignments. The book not only explains the strategies and how they might support the kind of in-depth understanding of texts that is expected with the Common Core, but also offers extended examples of their use. This engaging read will provide a sense of relief to teachers who feel unsure about or overwhelmed by the CCSS.--Cynthia Shanahan, EdD, College of Education, University of Illinois at ChicagoAs we assemble our libraries of CCSS resources, this book deserves a prominent spot. The authors skillfully explain the rigorous expectations of the CCSS in light of the rich scholarship on adolescent literacy. The book explores a range of highly effective instructional practices to support students as readers, writers, speakers, and thinkers as they engage with complex texts as disciplinary learners. The authors' approach is thoughtful, and their conversational tone is very reader friendly.--Doug Buehl, MS, adolescent literacy specialist, Madison, Wisconsin This book has the authors' expertise and experience written all over it. My assistant superintendent has been leading the charge to integrate CCSS into our curriculum and guide our teachers through the curriculum writing process. Many of the ideas in this book are very closely aligned with the work our curriculum-writing teams have been doing, and I know our teachers will find both value and validation in it.--Martin J. Hudacs, EdD, Superintendent, Solanco School District, Quarryville, Pennsylvania -Table of ContentsForeword, Jeffrey Menzer and Jacob Nagy1. Embracing the Common Core2. Understanding Adolescent Readers3. Understanding Challenging Texts4. Designing Challenging Text Sets5. Building Background Knowledge6. Supporting Students during Reading7. Implementing High-Quality Discussions after Reading8. Text-Based Writing to Support Understanding9. Research in the Content Areas10. Leading for ChangeAppendix 1. Text Set Examples from English Language ArtsAppendix 2. Text Set Examples from History/Social StudiesAppendix 3. Text Set Examples from Science

Read more less

Book SynopsisThis acclaimed teacher resource and course text describes proven ways to accelerate the language and literacy development of young children, including those at risk for reading difficulties. The authors draw on extensive research and classroom experience to present a complete framework for differentiated instruction and early intervention. Strategies for creating literacy-rich classrooms, conducting effective assessments, and implementing targeted learning activities are illustrated with vivid examples and vignettes. Helpful reproducible assessment tools are provided. Purchasers also get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size. New to This Edition *Fully restructured around a differentiated instruction model. *Incorporates response-to-intervention concepts and principles. *Chapter on exemplary prevention-focused classrooms, with an emphasis on playful learning. *Additional appendices: mTrade Review"An incredibly rich resource for preschool and kindergarten teachers and administrators. At this time, when the focus of kindergarten instruction, especially, is often narrowed to a few 'essential' literacy skills, this book presents a blueprint for providing a stimulating and effective instructional program to all children. For anyone interested in hitting all of the critical language and literacy bases in the early years--in a thorough, efficient, integrated, and meaningful way--this engaging book is a 'must read.'"--Judith A. Schickedanz, PhD, School of Education (Emerita), Boston University "In this second edition of their outstanding book, McGee and Richgels offer new evidence and insights about the design of effective early literacy programs, especially for children most vulnerable to risk. Their focus on both prevention and intervention provides the detailed guidance that teachers need not only to support, but also to accelerate children's language and literacy learning in the early years. The in-depth case studies and the 'differentiated instruction in action' examples are truly special and valuable features."--Kathleen A. Roskos, PhD, Department of Education and Allied Studies, John Carroll University "An exciting update of a foundational text. Useful in undergraduate and graduate courses on reading development and early childhood education, this text draws direct connections between theory and practice. Particularly compelling is the way that theoretical concepts are brought to life through real-life examples and applications. I recommend this book for every teacher-in-training and experienced literacy educator."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University "This timely second edition reminds us of how early literacy instruction lays a foundation for children's later academic success. In a clear and concise manner, McGee and Richgels provide preservice and inservice teachers with a rich understanding of literacy development and practical ideas for teaching young children. Further, this important resource offers invaluable suggestions for differentiating instruction to meet the needs of diverse learners."--Barbara A. Bradley, PhD, Department of Curriculum and Instruction, University of Kansas -The book does an excellent job of describing how instruction can accelerate children's learning. McGee and Richgels reflect the richness of early childhood education. They aim for efficacious learning through a collaborative environment in which teachers can teach according to student needs by focusing on the whole class, small groups, and individual children. The authors remind us that it is necessary to offer equal resources for all children, and they also reinforce the message that there is no one-size-fits-all approach….A key reminder from the book is the significant instructional goal of teaching for the learner, not the curriculum.--Journal of Early Childhood Literacy, 12/31/2015ƒƒA well-written and useful book that provides a research basis for implementing early literacy instruction for high-risk children. I recommend this book for early childhood students and educators. (on the first edition)--Education Book Reviews, 2/1/2005ƒƒThe book will assist prekindergarten and kindergarten teachers in creating centers and activities that will foster children's early literacy development....Recommended. Undergraduates and above. (on the first edition)--Choice, 1/1/2004Table of Contents1. Who Is at Risk for Reading Difficulties?: Implications for Early Literacy Prevention and Intervention Programs2. Accelerating Children's Language and Literacy Learning in Exemplary Prevention Classrooms3. Keeping the End Goal in Mind: Teaching for Knowledge and Comprehension Gains4. Literacy Development and Its Assessment5. Using Assessment to Plan Differentiated Instruction6. Small-Group Differentiated Instructional Activities for Early Emergent Readers and Writers7. Small-Group Differentiated Instructional Activities for Later Emergent Readers and Writers8. Small-Group Differentiated Instructional Activities for Experimenting Readers and Writers9. Differentiated Instruction in ActionAppendix A. A Primer on Phonics for TeachersAppendix B. Literacy AssessmentsAppendix C. Literacy Assessment Scoring RecordAppendix D. Literacy Assessment Scoring Records for Eric, Sarah, Marceli, and Jacob

Read more less

Book SynopsisThis acclaimed teacher resource and course text describes proven ways to accelerate the language and literacy development of young children, including those at risk for reading difficulties. The authors draw on extensive research and classroom experience to present a complete framework for differentiated instruction and early intervention. Strategies for creating literacy-rich classrooms, conducting effective assessments, and implementing targeted learning activities are illustrated with vivid examples and vignettes. Helpful reproducible assessment tools are provided. Purchasers also get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2 x 11 size. New to This Edition *Fully restructured around a differentiated instruction model. *Incorporates response-to-intervention concepts and principles. *Chapter on exemplary prevention-focused classrooms, with an emphasis on playful learning. *Additional appendices: mTrade Review"An incredibly rich resource for preschool and kindergarten teachers and administrators. At this time, when the focus of kindergarten instruction, especially, is often narrowed to a few 'essential' literacy skills, this book presents a blueprint for providing a stimulating and effective instructional program to all children. For anyone interested in hitting all of the critical language and literacy bases in the early years--in a thorough, efficient, integrated, and meaningful way--this engaging book is a 'must read.'"--Judith A. Schickedanz, PhD, School of Education (Emerita), Boston University "In this second edition of their outstanding book, McGee and Richgels offer new evidence and insights about the design of effective early literacy programs, especially for children most vulnerable to risk. Their focus on both prevention and intervention provides the detailed guidance that teachers need not only to support, but also to accelerate children's language and literacy learning in the early years. The in-depth case studies and the 'differentiated instruction in action' examples are truly special and valuable features."--Kathleen A. Roskos, PhD, Department of Education and Allied Studies, John Carroll University "An exciting update of a foundational text. Useful in undergraduate and graduate courses on reading development and early childhood education, this text draws direct connections between theory and practice. Particularly compelling is the way that theoretical concepts are brought to life through real-life examples and applications. I recommend this book for every teacher-in-training and experienced literacy educator."--Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University "This timely second edition reminds us of how early literacy instruction lays a foundation for children's later academic success. In a clear and concise manner, McGee and Richgels provide preservice and inservice teachers with a rich understanding of literacy development and practical ideas for teaching young children. Further, this important resource offers invaluable suggestions for differentiating instruction to meet the needs of diverse learners."--Barbara A. Bradley, PhD, Department of Curriculum and Instruction, University of Kansas -The book does an excellent job of describing how instruction can accelerate children's learning. McGee and Richgels reflect the richness of early childhood education. They aim for efficacious learning through a collaborative environment in which teachers can teach according to student needs by focusing on the whole class, small groups, and individual children. The authors remind us that it is necessary to offer equal resources for all children, and they also reinforce the message that there is no one-size-fits-all approach….A key reminder from the book is the significant instructional goal of teaching for the learner, not the curriculum.--Journal of Early Childhood Literacy, 12/31/2015ƒƒA well-written and useful book that provides a research basis for implementing early literacy instruction for high-risk children. I recommend this book for early childhood students and educators. (on the first edition)--Education Book Reviews, 2/1/2005ƒƒThe book will assist prekindergarten and kindergarten teachers in creating centers and activities that will foster children's early literacy development....Recommended. Undergraduates and above. (on the first edition)--Choice, 1/1/2004Table of Contents1. Who Is at Risk for Reading Difficulties?: Implications for Early Literacy Prevention and Intervention Programs2. Accelerating Children's Language and Literacy Learning in Exemplary Prevention Classrooms3. Keeping the End Goal in Mind: Teaching for Knowledge and Comprehension Gains4. Literacy Development and Its Assessment5. Using Assessment to Plan Differentiated Instruction6. Small-Group Differentiated Instructional Activities for Early Emergent Readers and Writers7. Small-Group Differentiated Instructional Activities for Later Emergent Readers and Writers8. Small-Group Differentiated Instructional Activities for Experimenting Readers and Writers9. Differentiated Instruction in ActionAppendix A. A Primer on Phonics for TeachersAppendix B. Literacy AssessmentsAppendix C. Literacy Assessment Scoring RecordAppendix D. Literacy Assessment Scoring Records for Eric, Sarah, Marceli, and Jacob

Read more less

Book SynopsisThis comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.Trade Review"Finally, an evidence-based source for PD is available! Martin and her colleagues have done a stellar job of presenting the best of scholarship in a usable reference. Anyone who does PD needs a copy of this handbook to study and use in design and implementation. This volume provides the foundation for ensuring that teachers have the support and knowledge to bring their students to world-class standards."--Elfrieda H. Hiebert, PhD, President and CEO, TextProject, Inc. "This rich volume takes theories of school-based teacher learning and demonstrates what they look like in action. At the heart of the Handbook is a focus on aligning PD to outcomes for students. Chapter authors are highly engaged scholars and leaders in the field whose voices ring with wisdom and experience. I especially appreciate the way the book moves from the big-picture 'whys' of PD to the fine-grained 'whats' and 'hows' of sustaining ongoing school improvement. The complexities of PD are explored, such as the tensions that may surface when policy decisions and evidence-based practices are at odds. Authors clearly articulate the challenges, successes, and next steps for moving the teaching profession forward. Educational leaders, instructional coaches, and teacher educators will profit from using this handbook, and it is an important resource for graduate courses."--Lori Helman, PhD, Department of Curriculum and Instruction, and Director, Minnesota Center for Reading Research, University of Minnesota "A prodigious achievement. Professional development is a critical topic in the field of education improvement, and until now there has been no place that one could go to obtain a comprehensive, in-depth treatment. The Handbook fills this gap. With 25 key chapters and eight case studies, there is no other resource in the literature like it. This is a great accomplishment that will serve the field for the next decade."--Michael Fullan, PhD, Ontario Institute for Studies in Education (Emeritus), University of Toronto, Canada -Have you set a goal to do some professional reading this summer? Before heading to your favorite chair, pick up the…Handbook of Professional Development in Education....This handbook offers a synthesis of current knowledge of effective practices in professional learning for teachers....The editors and most of the fifty contributing authors are researchers and faculty members of preservice higher education programs. Over the years, I have studied the work of several of the participating authors and admire their commitment to improving professional development through research, publications, and their outreach to educational leaders and practitioners....The scope of the handbook is comprehensive, and highly relevant topics receive in-depth treatment. It is well organized; each chapter begins with a list of key points and ends with questions for discussions....Characteristics of successful professional development are identified in the preface and elaborated upon throughout the handbook....Should prove to be a tremendous resource to state leaders who are wrestling with the complexities of many of the issues discussed in the handbook.--CCSSO State Consortium on Educator Effectiveness website, 05/27/2014Table of ContentsForeword, Andy HargreavesI. Professional Development, Past and Present1. Teachers as Professionals: Evolving Definitions of Staff Development, Ann Lieberman and Lynne Miller2. Federal Investments in Professional Development: What Do 50 Years of Experience Tell Us about What It Takes to Make a Difference?, Richard Long3. High-Quality Research-Based Professional Development: An Essential for Enhancing High-Quality Teaching, Allison Swan Dagen and Rita M. BeanII. The Complexity of Professional Development in Today's Schools4. Shaping the Contours of Professional Development, PreK-12: Successful Models and Practices, D. Ray Reutzel and Sarah K. Clark5. Changing the Relationship between Professional Development Policy and the Practitioner's Role, Ann Jaquith6. Communities, Schools, and Teachers, Mavis G. Sanders and Claudia Galindo7. District Issues: Administrators at All Levels Involved In Teachers’ Professional Development, Marilyn Tallerico8. Sociocultural Approaches to Professional Development: Engineering Sustainable School Change, Taffy E. Raphael, Jaime Madison Vasquez, Angela Joy Fortune, James R. Gavelek, and Kathryn H. Au9. Professional Development in Early Childhood Education: Models and Recommendations, Maryann Mraz and Brian Kissel10. The Design and Implementation of Effective Professional Development in Elementary and Early Childhood Settings, Priscilla L. Griffith, Jiening Ruan, Jennifer Stepp, and Susan J. Kimmel11. Effective Professional Development in Secondary Schools, Douglas Fisher and Nancy FreyIII. Developing Solutions for Effective Professional Development12. Characteristics of Adult Learning: Implications for the Design and Implementation of Professional Development Programs, Ruth L. Rohlwing and Maureen Spelman13. Focusing Attention on Beliefs about Capability and Knowledge in Teachers’ Professional Development, Megan Tschannen-Moran and Jason A. Chen14. Investing in Youth by Investing in Teachers: Transforming Adolescent Literacy through Responsive Professional Development, William G. Brozo15. Involving Teachers in Their Own Professional Development, Peter Youngs and John Lane16. Using Action Research to Target and Generate Professional Learning, Jennifer Jacobs and Diane Yendol-Hoppey17. Leading Professional Learning in Districts with a Student Learning Culture, William A. Firestone and Melinda M. Mangin18. Developing Partnerships through Collaboration to Promote Professional Development, Shelley B. Wepner19. Content Knowledge for Teaching: Framing Effective Professional Development, Jennifer Merriman20. Standards-Based Professional Learning and Certification: By the Profession, for the Profession, Lawrence Ingvarson21. The School as a Center of Inquiry, Bruce Joyce and Emily F. Calhoun22. Supporting Professional Growth through External Resources, Diana J. Quatroche, Kathryn L. Bauserman, and Leah NellisIV. Pulling It Together23. Measuring the Effectiveness of Educators’ Professional Development, Thomas R. Guskey24. Sustaining Teacher Professional Development, Laura M. Desimone and Daniel Stuckey25. Lessons Learned: What Our History and Research Tell Us about Teachers’ Professional Learning, Sherry Kragler, Linda E. Martin, and Ruth SylvesterAppendix. Case Studies: Successful Schools That Have Supported Teachers' Professional Development

Read more less

Book SynopsisFew resources exist to give literacy teacher educators a comprehensive view of effective, innovative practices in their field, making this uniquely practical volume an important addition to the literature. Each chapter describes research findings and pedagogical methods, with an emphasis on what teachers really need to know to succeed. Woven into the text are more than 30 detailed activities and assignments to support teacher development, written by outstanding teacher educators. Links to professional teaching standards and the Common Core State Standards are highlighted throughout. Supplemental materials, including forms, checklists, and handouts, can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review“Much of the art of teacher education is deciding how to design learning experiences where teachers actively engage with and reflect upon the content being shared. This book offers a rare glimpse into successful practices that fellow teacher educators use when teaching or designing professional learning opportunities. Readers will be eager to immediately implement several practices from the book.”--Denise N. Morgan, PhD, Department of Teaching, Learning, and Curriculum Studies, Kent State University“Aspiring teachers deserve high-quality instruction. When future teachers learn in ways that are consistent with best practices and research, they are more likely to engage their students in this type of learning. This book is filled with practical and authentic ideas for engaging the next generation of teachers in activities and lessons that build their instructional repertoires. Teacher educators will find this book useful for helping educators find their voice as they develop their art of teaching.”--Douglas Fisher, PhD, Department of Educational Leadership, San Diego State UniversityThis is an excellent text for master's-level courses such as 'Organization and Supervision of Reading Programs.' Each chapter provides the latest pedagogical and content literacy knowledge. The detailed assignments in the book scaffold practitioners to demonstrate their understandings in class and to conduct workshops with teachers at their schools. This book serves as a natural bridge to becoming a literacy coach.--Joyce C. Fine, EdD, Department of Teaching and Learning, Florida International University -A timely publication useful for teachers, administrators, teacher educators, and literacy professionals. The book was written by three professionals with extensive theoretical and practical backgrounds and experiences in the field….Recommended. Graduate students, faculty, and practitioners.--Choice Reviews, 7/1/2015Table of Contents1. Foundational Knowledge about Literacy2. Word-Level Processes3. Text-Level Processes4. Writing Processes, Instruction, and Assessment5. Creating Learning Environments That Support Literacy Learning6. New Literacies, with Lee Ann Tysseling7. Differentiation for Diversity8. AssessmentConclusion: Themes and Implications for PracticeReferencesIndex

Read more less

Book SynopsisFew resources exist to give literacy teacher educators a comprehensive view of effective, innovative practices in their field, making this uniquely practical volume an important addition to the literature. Each chapter describes research findings and pedagogical methods, with an emphasis on what teachers really need to know to succeed. Woven into the text are more than 30 detailed activities and assignments to support teacher development, written by outstanding teacher educators. Links to professional teaching standards and the Common Core State Standards are highlighted throughout. Supplemental materials, including forms, checklists, and handouts, can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review“Much of the art of teacher education is deciding how to design learning experiences where teachers actively engage with and reflect upon the content being shared. This book offers a rare glimpse into successful practices that fellow teacher educators use when teaching or designing professional learning opportunities. Readers will be eager to immediately implement several practices from the book.”--Denise N. Morgan, PhD, Department of Teaching, Learning, and Curriculum Studies, Kent State University“Aspiring teachers deserve high-quality instruction. When future teachers learn in ways that are consistent with best practices and research, they are more likely to engage their students in this type of learning. This book is filled with practical and authentic ideas for engaging the next generation of teachers in activities and lessons that build their instructional repertoires. Teacher educators will find this book useful for helping educators find their voice as they develop their art of teaching.”--Douglas Fisher, PhD, Department of Educational Leadership, San Diego State UniversityThis is an excellent text for master's-level courses such as 'Organization and Supervision of Reading Programs.' Each chapter provides the latest pedagogical and content literacy knowledge. The detailed assignments in the book scaffold practitioners to demonstrate their understandings in class and to conduct workshops with teachers at their schools. This book serves as a natural bridge to becoming a literacy coach.--Joyce C. Fine, EdD, Department of Teaching and Learning, Florida International University -A timely publication useful for teachers, administrators, teacher educators, and literacy professionals. The book was written by three professionals with extensive theoretical and practical backgrounds and experiences in the field….Recommended. Graduate students, faculty, and practitioners.--Choice Reviews, 7/1/2015Table of Contents1. Foundational Knowledge about Literacy2. Word-Level Processes3. Text-Level Processes4. Writing Processes, Instruction, and Assessment5. Creating Learning Environments That Support Literacy Learning6. New Literacies, with Lee Ann Tysseling7. Differentiation for Diversity8. AssessmentConclusion: Themes and Implications for PracticeReferencesIndex

Read more less

Book SynopsisThis highly readable handbook synthesizes the best research on K-8 literacy instruction and distills key implications for classroom practice. Noted contributors provide clear recommendations for creating effective, motivating classroom environments; teaching core components of literacy; integrating literacy with content-area instruction; and building a schoolwide literacy program that helps all students succeed. Helpful figures, tables, resource lists, reflection questions, and concrete examples from real classrooms make the book an ideal tool for teacher training and professional development. Numerous reproducible worksheets and checklists can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This is what a handbook should be! The range of topics regarding effective literacy instruction is comprehensive. The information provided is accessible and state of the art. The authors address fundamental components of literacy lessons as well as specific teaching practices for meeting the needs of heterogeneous classrooms of students. I look forward to teaching with this volume in the literacy methods course in our elementary teacher education program." - Annemarie Sullivan Palincsar, PhD, University of Michigan, USA"A terrific addition to the literature. The consistent structure across the chapters makes the content particularly accessible, with implications for instruction front and center. Cross-referencing among the chapters is also handled well. The range of topics covered includes basic literacy processes as well as 21st-century literacies and the contexts in which literacy is taught and used. The Handbook demonstrates just how rich the field of literacy research has been, and how much we know about teaching and learning that can support excellent practices across grade levels and school subjects." - Taffy E. Raphael, PhD, University of Illinois at Chicago, USA"This brilliantly organized handbook is a treasure trove of important information, provided in an eminently useable format. Today's teachers want to know what the research says about important questions of practice, but are often stymied by research articles lacking in practical application. This volume is written expressly for educators in search of fresh, research-supported tactics to engage students in meaningful literacy work. Readers will find extremely valuable suggestions for their classrooms and for facilitating colleagues' learning. I fully expect to see this book on the desks of teachers, literacy leaders, and principals around the country-it will absolutely remain front and center on my own!" - Ellin O. Keene, MA, education consultant and author, Denver, Colorado, USA"This is what a handbook should be! The range of topics regarding effective literacy instruction is comprehensive. The information provided is accessible and state of the art. The authors address fundamental components of literacy lessons as well as specific teaching practices for meeting the needs of heterogeneous classrooms of students. I look forward to teaching with this volume in the literacy methods course in our elementary teacher education program." - Annemarie Sullivan Palincsar, PhD, University of Michigan, USA"A terrific addition to the literature. The consistent structure across the chapters makes the content particularly accessible, with implications for instruction front and center. Cross-referencing among the chapters is also handled well. The range of topics covered includes basic literacy processes as well as 21st-century literacies and the contexts in which literacy is taught and used. The Handbook demonstrates just how rich the field of literacy research has been, and how much we know about teaching and learning that can support excellent practices across grade levels and school subjects." - Taffy E. Raphael, PhD, University of Illinois at Chicago, USA"This brilliantly organized handbook is a treasure trove of important information, provided in an eminently useable format. Today's teachers want to know what the research says about important questions of practice, but are often stymied by research articles lacking in practical application. This volume is written expressly for educators in search of fresh, research-supported tactics to engage students in meaningful literacy work. Readers will find extremely valuable suggestions for their classrooms and for facilitating colleagues' learning. I fully expect to see this book on the desks of teachers, literacy leaders, and principals around the country-it will absolutely remain front and center on my own!" - Ellin O. Keene, MA, education consultant and author, Denver, Colorado, USA"Taylor and Duke have assembled a first-rate team of researchers and teacher educators who address the critical issues facing practitioners today, in a way that is both research based and highly accessible. This volume is an excellent text for courses in literacy education and a key resource for professional development activities." - Dorothy S. Strickland, PhD, Rutgers, The State University of New Jersey, USATable of ContentsIntroduction, Barbara M. Taylor and Nell K. DukeI. Fundamental Components of Effective Literacy Lessons1. Motivating Classroom Practices to Support Effective Literacy Instruction, Alysia D. Roehrig, Elizabeth Hammond Brinkerhoff, Erik S. Rawls, and Tim Pressley2. Literacy Tools Created and Used within Print-Rich Classroom Environments, Misty Sailors, Tracey Kumar, Shannon Blady, and Angeli Willson3. Grouping Practices, Independent Learning Activities, and Effective Instruction, Barbara M. Taylor 4. Balanced, Differentiated Teaching: Explicit Instruction, Scaffolded Support, and Active Student Responding, Debra S. Peterson 5. Classroom Literacy Assessment: Strategies for Informing Instruction and Monitoring Student Progress, Sheila W. Valencia and Heather Hebard 6. Culturally Responsive Literacy Instruction, Ellen McIntyre and Jennifer Danridge Turner 7. Digital Literacy, Susan Watts Taffe and Laurie B. BauerII. Effective Teaching and Assessment to Develop Essential Literacy Abilities in Students8. Automaticity versus Fluency: Developing Essential Literacy Abilities with Print, Susan Dougherty Johnson and Melanie R. Kuhn9. Today's Comprehension Strategy Instruction: "Not Your Father's Oldsmobile," Katherine A. Dougherty Stahl10. Comprehension: High-Level Talk and Writing about Texts, Keli Garas-York, Lynn E. Shanahan, and Janice F. Almasi11. Vocabulary Instruction, Linda Kucan12. Effective Writing Instruction in the 21st Century, Gary A. Troia13. Reading and Writing Specific Genres, Nell K. Duke and Lynne M. WatanabeIII. Effective Integration of Literacy with Instruction in Content Areas14. Integration of Literacy and Science, Gina Cervetti15. Integration of Literacy and Social Studies, Anne-Lise Halvorsen, Janet Alleman, and Kristy Brugar16. Integration of Literacy and Mathematics, Ellen Fogelberg, Patti Satz, and Carole Skalinder17. Integration of Literacy and the Arts: Creating Classrooms That Perform, Douglas Fisher, Nan L. McDonald, and Nancy Frey IV. Essential Collaborations for Effective Schoolwide Literacy Instruction18. Developing and Implementing a Framework for Ongoing Schoolwide Reading Improvement, Barbara M. Taylor19. Improving the School Literacy Program: Developing Coherence in Curriculum, Instruction, and Assessments, Catherine M. Weber20. Improving the School Reading Program: A New Call for Collaboration, Sharon Walpole and Kristina Najera21. Professional Learning: Professional Learning Communities, Whole-School Meetings, and Cross-School Sharing, Debra S. Peterson22. Professional Learning with and from a Literacy Coach: A Poem in Two Voices, Misty Sailors, Katie Russell, Heather Augustine, and Kerry Alexander 23. Partnering with Parents, Kathryn Roberts

Read more less

Book SynopsisThis user-friendly guide has been thoroughly revised to reflect significant changes in the way schools deliver reading instruction and intervention, especially for students at risk for reading failure. Step-by-step strategies target key areas of literacy development: phonological awareness, fluency, and comprehension. Particular emphasis is placed on scientifically based practices that do not require major curricular change and can be applied with students of varying ages and ability levels. In a convenient large-size format for ease of photocopying, the book includes 17 reproducible assessment and instructional tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. New to This Edition: *Chapter on multi-tiered intervention delivery, plus additional discussion in other relevant chapters. *Chapter on interventions for English learners (ELs). *Chapter on vocabulary instruction, intervention, and assessment.Trade Review“Required reading for anyone interested in research-based approaches to informing decisions within a multi-tiered framework. The key elements of reading instruction include excellent suggestions for enhancing vocabulary knowledge, while considerable attention is given to meeting the instructional needs of English learners. What makes this book unique and necessary--even for experts in response to intervention--is the strong emphasis on measurement at the individual child, building, and program levels, which allows readers to systematically evaluate their effectiveness in differentiating instruction for all learners.”--Sharon Vaughn, PhD, Executive Director, Meadows Center for Preventing Educational Risk, and Manuel J. Justiz Endowed Chair in Education, The University of Texas at Austin "I have taught courses on literacy interventions for years and always struggle to find the perfect text, but this one fits the bill. With content on response to intervention; specific interventions in key areas, including vocabulary; and assessment techniques, the book is accessible and usable. Case studies demonstrate how the strategies are applied. Perhaps the greatest niche that this volume fills is that of providing literacy strategies for struggling readers that are both easy to implement and evidence based."--Erica S. Lembke, PhD, Department of Special Education, University of Missouri–Columbia “The impressive team of authors has provided a highly valuable update to their manual on reading interventions in schools. At a time when there is a strong emphasis on evidence-based, explicit reading instruction and response to instruction, this second edition offers a fresh approach to what educators can do when a child does not respond. The authors’ problem-solving model is applied to classroom instruction, with a focus on contemporary issues schools encounter, such as student diversity. All educational professionals, including members of interdisciplinary teams who consult with teachers, will find this book a welcome addition to their bookshelves.”--Virginia W. Berninger, PhD, Department of Educational Psychology, University of Washington “A fantastic, ‘must-have’ resource. The second edition includes highly valuable chapters on vocabulary instruction, multi-tiered interventions, and diverse learners. The methods for directly assessing reading problems and implementing and evaluating reading interventions are the best I have seen! It is clearly evident that the approaches in this book are directly responsive to the needs of children and youth with reading problems. Every consultant and educator interested in helping children and youth become proficient readers should own this incredibly useful book.”--Laurice M. Joseph, PhD, Department of School Psychology, The Ohio State University -Table of Contents1. Introduction and Overview 2. Where Do You Start as a Consultant? 3. Multi-Tiered Reading Interventions, with Tanya Ihlo 4. Diverse Learners 5. Early Literacy 6. Producing Measurable Increases in Reading Fluency 7. Vocabulary 8. Reading Comprehension 9. Accountability: Are You Making a Measurable Difference?, with Ben Ditkowsky

Read more less

Book SynopsisAll key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition *Incorporates the latest research and instructional practices. *Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. *Chapters on teaching fiction and informational texts in thTrade Review"Want to know about the latest developments in comprehension instruction? This volume will tell you. The book reviews theory, research, and instructional practices. It includes current thinking about narrative and informational texts, linked to the CCSS, and examines the evolving research on new literacies and multimodal literacies. A solid read for those seeking advanced knowledge about comprehension and comprehension instruction in the 21st century."--Janice A. Dole, PhD, Department of Educational Psychology, University of Utah "One of my favorite comprehension books of all time. The third edition continues the tradition of excellence, attesting to comprehension as a vast and multifaceted topic. There’s something for everyone in this book, with chapters exploring various grade levels, genres, and topics. The discussion questions at the end of each chapter are especially useful to spark productive conversations regarding how to best teach comprehension in all its complexity."--Donna Lamkin, MS, CAS, Literacy Coordinator, Capital Region Board of Cooperative Educational Services, Special Education Division, Albany, New York "I know of no other text that explores so many realms of reading comprehension--assessment, remediation, policy implications, differentiation for diverse populations, and best practices in multiple contexts and multiple genres. I will eagerly share this book with my doctoral students as they consume and produce research in the area of reading comprehension. Not only do the contributors to the third edition present the most up-to-date research, but they also contribute thoughtfully to a multidisciplinary understanding of what comprehension entails in today’s classrooms."--Molly Ness, PhD, Division of Curriculum and Teaching, Fordham University Graduate School of Education "I love this book! It is an excellent resource for teachers and teacher educators. The third edition addresses significant changes in the field. I especially appreciate the connections to the CCSS. Another strength is the book's emphasis on blending reading, writing, listening, and speaking in instruction. Anyone who is serious about teaching reading in today’s classrooms will find this volume a 'must have.'"--John Scovill, MEd, staff developer, Washington County (Utah) School District -Table of ContentsIntroduction, Sheri R. Parris and Kathy Headley I. Comprehension Instruction within Theoretical Frameworks 1. Beyond Borders: A Global Perspective on Reading Comprehension, Sheri R. Parris, Linda B. Gambrell, and Andreas Schleicher 2. Comprehension Instruction from a Critical Theory Viewpoint, Bogum Yoon 3. Using Inquiry Dialogue to Promote the Development of Argument Skills: Possibilities, Challenges, and New Directions, Alina Reznitskaya, Judy Yu-Li Hsu, and Richard C. Anderson 4. Reading Comprehension, Embodied Cognition, and Dual Coding Theory, Mark Sadoski 5. Executive Function and Reading Comprehension: The Critical Role of Cognitive Flexibility, Kelly B. Cartwright 6. Metacognition in Comprehension Instruction: New Directions, Linda Baker, Laura U. DeWyngaert, and Alisa Zeliger-Kandasamy 7. Constructivist Theory as a Framework for Instruction and Assessment of Reading Comprehension, Donna Caccamise, Angela Friend, Megan K. Littrell-Baez, and Eileen Kintsch II. Comprehension Instruction Contexts 8. Comprehension Instruction within the Context of the Common Core, Evelyn Ford-Connors, Dana A. Robertson, Christine Leighton, Jeanne R. Paratore, C. Patrick Proctor, and Michelle Carney 9. Using Neuroscience to Inform Comprehension Instruction, Sheri R. Parris and Cathy Collins Block 10. Comprehension Instruction in Culturally Responsive Classrooms: A Review of Research and Practice, Ellen McIntyre 11. New Insights on Motivation in the Literacy Classroom, Jacquelynn A. Malloy 12. Research on Response-to-Intervention Supplemental Interventions: Where’s the Comprehension Instruction?, Deborah MacPhee, Elizabeth Bemiss, and Diane Stephens 13. Comprehension Instruction for At-Risk Students, Irma F. Brasseur-Hock, Michael F. Hock, and Donald D. Deshler 14. Comprehension Instruction for English Language Learners: New Perspectives, New Challenges, Robert Rueda, Norman J. Unrau, and Elena Son III. Comprehension Instruction in Action 15. Best Practices for Comprehension Instruction in the Elementary Classroom, Nell K. Duke and Nicole M. Martin 16. Fiction Comprehension Instruction: Attending to Characters’ and Readers’ Emotional States, Laura B. Smolkin and Erin M. McTigue 17. Improving Comprehension of Informational Texts in the Elementary Classroom, Lisa S. Pao and Joanna P. Williams 18. Best Practices for Comprehension Instruction in the Secondary Classroom, Douglas Fisher and Nancy Frey 19. Improving Comprehension of Fictional Texts in the Secondary Classroom, Tiffany Ohlson, Heather Monroe-Ossi, and Sheri R. Parris 20. Improving Comprehension of Informational Texts in the Secondary Classroom, Vicki A. Jacobs and Jacy Ippolito IV. Multimodal Literacies and Comprehension 21. Multimodal Literacy: Best Practices for Comprehension Instruction, Sally Lamping 22. Beyond Differentiation: Multimodal Literacy Learning, B. P. Laster 23. Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension, Jill Castek, Julie Coiro, Laurie A. Henry, Donald J. Leu, and Douglas K. Hartman 24. Reading Digital: Designing and Teaching with eBooks and Digital Text, Bridget Dalton and David Rose 25. Games and Comprehension: The Importance of Specialist Language, James Paul Gee 26. New Literacies and Comprehension: Resources for Educators, Jan Lacina 27. Summing Up: Putting Comprehension Instruction in Context, Kathy Headley & Sheri R. Parris

Read more less

Book SynopsisAll key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition *Incorporates the latest research and instructional practices. *Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. *Chapters on teaching fiction and informational texts in thTrade Review"Want to know about the latest developments in comprehension instruction? This volume will tell you. The book reviews theory, research, and instructional practices. It includes current thinking about narrative and informational texts, linked to the CCSS, and examines the evolving research on new literacies and multimodal literacies. A solid read for those seeking advanced knowledge about comprehension and comprehension instruction in the 21st century."--Janice A. Dole, PhD, Department of Educational Psychology, University of Utah "One of my favorite comprehension books of all time. The third edition continues the tradition of excellence, attesting to comprehension as a vast and multifaceted topic. There’s something for everyone in this book, with chapters exploring various grade levels, genres, and topics. The discussion questions at the end of each chapter are especially useful to spark productive conversations regarding how to best teach comprehension in all its complexity."--Donna Lamkin, MS, CAS, Literacy Coordinator, Capital Region Board of Cooperative Educational Services, Special Education Division, Albany, New York "I know of no other text that explores so many realms of reading comprehension--assessment, remediation, policy implications, differentiation for diverse populations, and best practices in multiple contexts and multiple genres. I will eagerly share this book with my doctoral students as they consume and produce research in the area of reading comprehension. Not only do the contributors to the third edition present the most up-to-date research, but they also contribute thoughtfully to a multidisciplinary understanding of what comprehension entails in today’s classrooms."--Molly Ness, PhD, Division of Curriculum and Teaching, Fordham University Graduate School of Education "I love this book! It is an excellent resource for teachers and teacher educators. The third edition addresses significant changes in the field. I especially appreciate the connections to the CCSS. Another strength is the book's emphasis on blending reading, writing, listening, and speaking in instruction. Anyone who is serious about teaching reading in today’s classrooms will find this volume a 'must have.'"--John Scovill, MEd, staff developer, Washington County (Utah) School District -Table of ContentsIntroduction, Sheri R. Parris and Kathy Headley I. Comprehension Instruction within Theoretical Frameworks 1. Beyond Borders: A Global Perspective on Reading Comprehension, Sheri R. Parris, Linda B. Gambrell, and Andreas Schleicher 2. Comprehension Instruction from a Critical Theory Viewpoint, Bogum Yoon 3. Using Inquiry Dialogue to Promote the Development of Argument Skills: Possibilities, Challenges, and New Directions, Alina Reznitskaya, Judy Yu-Li Hsu, and Richard C. Anderson 4. Reading Comprehension, Embodied Cognition, and Dual Coding Theory, Mark Sadoski 5. Executive Function and Reading Comprehension: The Critical Role of Cognitive Flexibility, Kelly B. Cartwright 6. Metacognition in Comprehension Instruction: New Directions, Linda Baker, Laura U. DeWyngaert, and Alisa Zeliger-Kandasamy 7. Constructivist Theory as a Framework for Instruction and Assessment of Reading Comprehension, Donna Caccamise, Angela Friend, Megan K. Littrell-Baez, and Eileen Kintsch II. Comprehension Instruction Contexts 8. Comprehension Instruction within the Context of the Common Core, Evelyn Ford-Connors, Dana A. Robertson, Christine Leighton, Jeanne R. Paratore, C. Patrick Proctor, and Michelle Carney 9. Using Neuroscience to Inform Comprehension Instruction, Sheri R. Parris and Cathy Collins Block 10. Comprehension Instruction in Culturally Responsive Classrooms: A Review of Research and Practice, Ellen McIntyre 11. New Insights on Motivation in the Literacy Classroom, Jacquelynn A. Malloy 12. Research on Response-to-Intervention Supplemental Interventions: Where’s the Comprehension Instruction?, Deborah MacPhee, Elizabeth Bemiss, and Diane Stephens 13. Comprehension Instruction for At-Risk Students, Irma F. Brasseur-Hock, Michael F. Hock, and Donald D. Deshler 14. Comprehension Instruction for English Language Learners: New Perspectives, New Challenges, Robert Rueda, Norman J. Unrau, and Elena Son III. Comprehension Instruction in Action 15. Best Practices for Comprehension Instruction in the Elementary Classroom, Nell K. Duke and Nicole M. Martin 16. Fiction Comprehension Instruction: Attending to Characters’ and Readers’ Emotional States, Laura B. Smolkin and Erin M. McTigue 17. Improving Comprehension of Informational Texts in the Elementary Classroom, Lisa S. Pao and Joanna P. Williams 18. Best Practices for Comprehension Instruction in the Secondary Classroom, Douglas Fisher and Nancy Frey 19. Improving Comprehension of Fictional Texts in the Secondary Classroom, Tiffany Ohlson, Heather Monroe-Ossi, and Sheri R. Parris 20. Improving Comprehension of Informational Texts in the Secondary Classroom, Vicki A. Jacobs and Jacy Ippolito IV. Multimodal Literacies and Comprehension 21. Multimodal Literacy: Best Practices for Comprehension Instruction, Sally Lamping 22. Beyond Differentiation: Multimodal Literacy Learning, B. P. Laster 23. Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension, Jill Castek, Julie Coiro, Laurie A. Henry, Donald J. Leu, and Douglas K. Hartman 24. Reading Digital: Designing and Teaching with eBooks and Digital Text, Bridget Dalton and David Rose 25. Games and Comprehension: The Importance of Specialist Language, James Paul Gee 26. New Literacies and Comprehension: Resources for Educators, Jan Lacina 27. Summing Up: Putting Comprehension Instruction in Context, Kathy Headley & Sheri R. Parris

Read more less

Book SynopsisEducators and school psychologists throughout the country are working with growing numbers of English language learners (ELLs), but often feel unprepared to help these students excel. This highly informative book presents evidence-based strategies for promoting proficiency in academic English and improving outcomes in a response-to-intervention (RTI) framework. Illustrated with a detailed case example, the book describes best practices for working with K-5 ELLs in all stages of RTI: universal screening, progress monitoring, data collection, decision making, and intensifying instruction. In a large-size format for easy photocopying, the book includes more than two dozen reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"This book has unique value for any educator or school striving to provide the most effective instruction for ELLs. Within an RTI framework, the authors provide excellent contextual and demographic information, practical recommendations, user-friendly worksheets, and many case examples--all cohesively integrated in a way that will surely assist current and future educators’ efforts to best serve ELLs."--John C. Begeny, PhD, Department of Psychology, North Carolina State University "Albers and Martinez help fill a large gap in the literature with this timely and important book. Writing in an approachable manner, the authors provide insightful information that will be highly useful to practitioners and students. The book includes step-by-step guidance for professionals aiming to provide equitable and research-based services to ELLs. It will be a welcome addition as a text in graduate programs in school psychology and special education."--Bryn Harris, PhD, NCSP, School of Education and Human Development, University of Colorado Denver "This comprehensive book will be a go-to manual for school practitioners looking for guidance around implementing linguistically responsive tiered instruction and supports for ELLs. The readable, easy-to-understand format is enhanced by case examples and resources. Albers and Martinez underscore the value of leveraging alterable variables--such as the curriculum, instruction, and environment--to close the gap between ELLs and native English speakers."--Caroline Racine Gilles, PhD, Director of Multi-Tiered System of Supports, Madison (Wisconsin) Metropolitan School District -Table of Contents1. Introduction 2. Who Are These ELLs? Foundations, Demographics, and Outcomes 3. Understanding RTI and How It Will Help Your ELLs Succeed 4. The Critical Variable: Academic Language Proficiency and Its Impact on Students Learning English as a Second Language 5. Best Practices in Assessment and Interaction for ELLs at Tier 1 6. Monitoring Progress, Determining Growth Rates, and Intensifying Instruction for ELLs at Tiers 2 and 3 7. Special Education Referral and Evaluation Consideration for ELLs Who Have Not Responded to Instruction and Intervention 8. Next Steps: Conclusions and Directions for the Future

Read more less

Book SynopsisIn order to succeed in school and beyond, students in grades 6-12 need to understand and use both academic language and discipline-specific vocabulary. This book describes effective practices for integrating vocabulary study with instruction in English language arts, history/social studies, and math and science, and for helping students become independent, motivated word learners. The expert authors present a wealth of specific teaching strategies, illustrated with classroom vignettes and student work samples. Connections to the Common Core State Standards (CCSS) are highlighted throughout; an extensive annotated list of print and electronic resources enhances the book's utility.Trade Review"The definitive primer on how to teach academic vocabulary. Drawing on the latest and best research, the book delves into the subtleties of language without leaving the reader behind. The authors offer numerous lesson plans, strategies, and classroom vignettes that ground their work in the daily teaching and learning of the classroom. Invaluable for teachers and preservice teachers in every content area, the book unlocks the secrets behind successful vocabulary instruction. This book could be the centerpiece of a professional development program on vocabulary development at a middle or high school. It would be a wonderful text in a college teacher preparation course on content-area reading."--Timothy Dohrer, PhD, Director, Master of Science in Education Program, Northwestern University "Trusted voices in adolescent literacy provide teachers and school literacy leaders with a much-needed guide. The authors weave current knowledge about vocabulary development into their consideration of how teachers can meet the rigorous vocabulary expectations of the Common Core standards. Especially welcome are chapters that infuse vocabulary practices and strategies into specific disciplines: social studies, math and science, and English language arts instruction. The wealth of online resources highlighted by the authors is extremely useful."--Doug Buehl, MS, author of Developing Readers in the Academic Disciplines "Understanding and using academic vocabulary is the most essential component in mastering disciplinary knowledge. This book addresses such practical issues as how to select words for instruction, how to help students acquire word-learning strategies, the elements of a successful vocabulary program, and what strategies work for different content areas. Middle and high school teachers will find essential guidance for helping students become more proficient in learning academic language. This would be an excellent 'book study' for teachers and administrators, and a terrific text for undergraduate teacher education courses. I am delighted to see a book on this important topic."--Judith L. Irvin, PhD, Executive Director, National Literacy Project; Department of Educational Leadership and Policy Studies (Emerita), Florida State University "This important work focuses on the essential role of words as tools that help students gain access to content and concepts in the classroom. The book not only explores instructional approaches that support older students’ vocabulary development, but also addresses the various ways that words are used across disciplines. A 'must read' for preservice teachers, those already in the classroom, and instructional leaders."--Evelyn Ford-Connors, EdD, Associate Director, Donald D. Durrell Reading and Writing Clinic, Boston University School of Education -Table of Contents1. Vocabulary as a Key to College and Career Readiness 2. The Role of Academic Language in Disciplinary Learning 3. Understanding Effective Vocabulary Instruction in Grades 6–12 4. Teaching Academic Vocabulary in the English Language Arts 5. Teaching Academic Vocabulary in History/Social Studies 6. Teaching Academic Vocabulary in Mathematics and Science 7. Resources for Developing Academic Vocabulary in Grades 6–12 References Index

Read more less

Book SynopsisIncorporating cognitive, neuropsychological, and sociocultural perspectives, this authoritative text explains the psychological processes involved in reading and describes applications for educational practice. The book follows a clear developmental sequence, from the impact of the early family environment through the acquisition of emergent literacy skills and the increasingly complex abilities required for word recognition, reading fluency, vocabulary growth, and text comprehension. Linguistic and cultural factors in individual reading differences are examined, as are psychological dimensions of reading motivation and the personal and societal benefits of reading. Pedagogical Features *End-of-chapter discussion questions and suggestions for further reading. *Explicit linkages among theory, research, standards (including the Common Core State Standards), and instruction. *Engaging case studies at the beginning of each chapter. *Technology Toolbox explores thTrade Review"I highly recommend this book. It provides an up-to-date perspective on the field, with an effective blend of theory, research, and instructional implications. The developmental focus is a particular strength and makes the book stand apart. Professionals will appreciate the depth of scholarship, and students will appreciate the nontechnical presentation of research findings. The case studies and discussion questions enhance the text's value for courses in psychology and education. I plan to use it in my own courses at both the undergraduate and graduate levels."--Linda Baker, PhD, Department of Psychology, University of Maryland, Baltimore County “This book excels at presenting a thoughtful and accessible accounting of the state of affairs in reading development. The authors blend two traditionally separate fields of inquiry--research on reading processes and classroom literacy instruction--in a novel way, advancing our understanding in both areas. This important resource will find an eager audience of graduate-level instructors and students, as well as researchers and practitioners interested in learning more about each other’s domains of expertise while garnering a deeper understanding of the psychology of reading.”--David Therriault, PhD, School of Human Development and Organizational Studies, University of Florida "I love this book. It provides a thorough overview of all the most important work to date on the psychology of reading. Well organized and easy to read, this is a wonderful text for courses in the psychology of reading or for teacher education reading development courses. Students will benefit from the clear and concise summary of research and the links to classroom practice."--Susan Parault Dowds, PhD, Department of Community Psychology, Counseling, and Family Therapy, St. Cloud State University, Minnesota -The Psychology of Reading: Theory and Applications…addresses the interests of both psychologists and educators. It discusses, in an admirably impartial manner, the research conducted by cognitive psychologists into the reading process along with some of the theoretical models such research has stimulated….The book is organized developmentally….The writing style is straightforward and clear. The chapters begin with case studies that serve as advanced organizers by highlighting the issues discussed in the chapter in a vivid manner….The book would be useful as a textbook in classes in reading, language development, and educational psychology. At the same time, psychologists wishing to brush up on current research on reading would benefit from the authors' fair, research-based approach to issues.--PsycCRITIQUES, 7/18/2016Table of Contents1. Families and Reading 2. Emergent Literacy 3. Learning to Read Words 4. Skilled Word Reading 5. Reading Fluency 6. Vocabulary 7. Theoretical Models of Reading Comprehension 8. Components of Reading Comprehension 9. Motivation to Read 10. Linguistic Variation and Reading 11. Why Reading?: The Psychosocial Benefits of Reading

Read more less

Book SynopsisToday's standards challenge middle and high school teachers to teach their content deeply and meaningfully. This book provides an innovative coaching model for helping science, social studies, and English language arts teachers promote the reading, writing, listening, speaking, and thinking skills needed for high-level work in each discipline. Seventeen specific strategies are presented for large-group, small-group, and individual coaching, including step-by-step instructions and implementation tips. Profiles of highly effective disciplinary literacy coaches illustrate the nuts and bolts of the job and highlight ways to deal with common challenges. In a large-size format for easy photocopying, the book includes 21 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials.Trade Review"Essential reading for literacy coaches who are wondering how they can remain effective under the new, more rigorous standards and the emphasis on disciplinary literacy. Focusing on the language features and functions unique to each discipline can be daunting to coaches who have been operating solely under a content-area reading model. The clear explanations, practical guidelines, and useful examples will help coaches adapt their previous practices to new demands and make the daunting feel ultimately doable."--Cynthia Shanahan, EdD, College of Education (Emerita), University of Illinois at Chicago "This is the book that was missing when I began my career as a coach! It honors the work of coaches and teachers, and places students and their learning at the center of all we do. From explaining the theoretical foundations of disciplinary literacy to offering practical guidance on how to begin, maintain, and grow a coaching model in schools and districts, this book clearly articulates the core tenets and practices of effective coaching in grades 6–12. It is truly a gift to coaches everywhere."--Sarah Marie Durst, EdM, Professional Learning Facilitator and former instructional coach, Champaign, Illinois "This well-organized, 'must-read' book is based on the many experiences of the authors in their work with secondary school coaches and teachers. It reflects a deep understanding of collaborative coaching and its potential to make a difference for student literacy and content learning. This is a great resource for middle and secondary school coaches as well as university instructors and graduate students."--Rita M. Bean, PhD, School of Education (Emerita), University of Pittsburgh "An invaluable how-to manual for instructional coaches who are looking to define and refine their craft. The book explains many different coaching stances and how to negotiate and describe those stances with stakeholders, as well as how to run different levels of professional development, from working one-on-one to leading large groups."--Cara Gutzmer, EdM, MS, Professional Learning Facilitator, Center for Education in Small Urban Communities, University of Illinois at Urbana–Champaign -This well-organized text includes a clear theoretical framework in addition to 17 research-based strategies that can be easily implemented by disciplinary literacy coaches to support teachers in adjusting their instruction to meet today's literacy demands. The extremely user-friendly text offers step-by-step instructions and examples of real coaches implementing the strategies….Reproducible forms are also included that make it easy for disciplinary coaches to begin using some of the strategies immediately….Highly recommended. Graduate students and practitioners.--Choice Reviews, 2/1/2017Table of ContentsI. Disciplinary Literacy in a Standards-Based Era What Is Disciplinary Literacy? Teaching for Disciplinary Literacy Disciplinary Literacy in Action Disciplinary Literacy: An Integral Aspect of Today's Standards The Complexity of Disciplinary Literacy Instruction Why Disciplinary Literacy Matters for Secondary Literacy Coaches II. Disciplinary Literacy Coaching What Is Literacy Coaching? Disciplinary Literacy Coaching and Change Guidelines for Effective Disciplinary Literacy Coaching Three Layers of Coaching Coaching Stances and Coaching Language Making the Most of Coaching Time Summary III. Models of Disciplinary Literacy Coaching Teacher-Initiated Model Co-Teaching Model Department/Team Model Liaison Model Selecting a Disciplinary Literacy Coaching Model Summary IV. Large-Group Coaching Strategies to Build a Foundation for Disciplinary Literacy Instruction Strategy 1: Establishing a Climate for Disciplinary Literacy Coaching Strategy 2: Facilitating an Article Study Group Strategy 3: Providing Professional Development Golden Nuggets at Faculty, Department, and Team Meetings Strategy 4: Presenting Powerful Professional Development Strategy 5: Using Technology to Connect Coaches and Teachers V. Small-Group Coaching Strategies to Support Disciplinary Literacy Instruction Strategy 6: Determining Disciplinary Literacy Outcomes and Creating Assessment Structures Strategy 7: Selecting, Assessing, and Scaffolding Complex Texts Strategy 8: Prioritizing Vocabulary for Instruction Strategy 9: Reviewing Common Assessments Strategy 10: Developing Discussion Protocols Strategy 11: Facilitating Teacher Inquiry into the Disciplines VI. Individual Coaching Strategies to Support Teachers with Disciplinary Literacy Instruction Strategy 12: Creating Essential Questions Strategy 13: Developing Questions with Objectives Strategy 14: Applying the Extended Gradual Release of Responsibility Model Strategy 15: Implementing Three Levels of Think-Aloud Strategy 16: Adopting, Adapting, and Creating Strategies Strategy 17: Using the Coaching Cycle VII. Profiles of Highly Effective Disciplinary Literacy Coaches Profile 1: Establishing and Maintaining Administrator Support Profile 2: Applying the Layered Approach to Coaching Profile 3: Getting into Classrooms Profile 4: Differentiating Coaching to Support All Teachers Profile 5: Working with Hesitant Teachers Profile 6: Using Tools and Tips for Productive Coaching Profile 7: Developing a Support System Final Thoughts References

Read more less

Book SynopsisThis comprehensive handbook synthesizes the best current knowledge on teacher professional development (PD) and addresses practical issues in implementation. Leading authorities describe innovative practices that are being used in schools, emphasizing the value of PD that is instructive, reflective, active, collaborative, and substantive. Strategies for creating, measuring, and sustaining successful programs are presented. The book explores the relationship of PD to adult learning theory, school leadership, district and state policy, the growth of professional learning communities, and the Common Core State Standards. Each chapter concludes with thought-provoking discussion questions. The appendix provides eight illuminating case studies of PD initiatives in diverse schools.Trade Review"Finally, an evidence-based source for PD is available! Martin and her colleagues have done a stellar job of presenting the best of scholarship in a usable reference. Anyone who does PD needs a copy of this handbook to study and use in design and implementation. This volume provides the foundation for ensuring that teachers have the support and knowledge to bring their students to world-class standards."--Elfrieda H. Hiebert, PhD, President and CEO, TextProject, Inc. "This rich volume takes theories of school-based teacher learning and demonstrates what they look like in action. At the heart of the Handbook is a focus on aligning PD to outcomes for students. Chapter authors are highly engaged scholars and leaders in the field whose voices ring with wisdom and experience. I especially appreciate the way the book moves from the big-picture 'whys' of PD to the fine-grained 'whats' and 'hows' of sustaining ongoing school improvement. The complexities of PD are explored, such as the tensions that may surface when policy decisions and evidence-based practices are at odds. Authors clearly articulate the challenges, successes, and next steps for moving the teaching profession forward. Educational leaders, instructional coaches, and teacher educators will profit from using this handbook, and it is an important resource for graduate courses."--Lori Helman, PhD, Department of Curriculum and Instruction, and Director, Minnesota Center for Reading Research, University of Minnesota "A prodigious achievement. Professional development is a critical topic in the field of education improvement, and until now there has been no place that one could go to obtain a comprehensive, in-depth treatment. The Handbook fills this gap. With 25 key chapters and eight case studies, there is no other resource in the literature like it. This is a great accomplishment that will serve the field for the next decade."--Michael Fullan, PhD, Ontario Institute for Studies in Education (Emeritus), University of Toronto, Canada -Have you set a goal to do some professional reading this summer? Before heading to your favorite chair, pick up the…Handbook of Professional Development in Education....This handbook offers a synthesis of current knowledge of effective practices in professional learning for teachers....The editors and most of the fifty contributing authors are researchers and faculty members of preservice higher education programs. Over the years, I have studied the work of several of the participating authors and admire their commitment to improving professional development through research, publications, and their outreach to educational leaders and practitioners....The scope of the handbook is comprehensive, and highly relevant topics receive in-depth treatment. It is well organized; each chapter begins with a list of key points and ends with questions for discussions....Characteristics of successful professional development are identified in the preface and elaborated upon throughout the handbook....Should prove to be a tremendous resource to state leaders who are wrestling with the complexities of many of the issues discussed in the handbook.--CCSSO State Consortium on Educator Effectiveness website, 05/27/2014Table of ContentsForeword, Andy Hargreaves I. Professional Development, Past and Present 1. Teachers as Professionals: Evolving Definitions of Staff Development, Ann Lieberman & Lynne Miller 2. Federal Investments in Professional Development: What Do 50 Years of Experience Tell Us about What It Takes to Make a Difference?, Richard Long 3. High-Quality Research-Based Professional Development: An Essential for Enhancing High-Quality Teaching, Allison Swan Dagen & Rita M. Bean II. The Complexity of Professional Development in Today's Schools 4. Shaping the Contours of Professional Development, PreK-12: Successful Models and Practices, D. Ray Reutzel & Sarah K. Clark 5. Changing the Relationship between Professional Development Policy and the Practitioner's Role, Ann Jaquith 6. Communities, Schools, and Teachers, Mavis G. Sanders & Claudia Galindo 7. District Issues: Administrators at All Levels Involved In Teachers’ Professional Development, Marilyn Tallerico 8. Sociocultural Approaches to Professional Development: Supporting Sustainable School Change, Taffy E. Raphael, Jaime Madison Vasquez, Angela Joy Fortune, James R. Gavelek, & Kathryn H. Au 9. Professional Development in Early Childhood Education: Models and Recommendations, Maryann Mraz & Brian Kissel 10. The Design and Implementation of Effective Professional Development in Elementary and Early Childhood Settings, Priscilla L. Griffith, Jiening Ruan, Jennifer Stepp, & Susan J. Kimmel 11. Effective Professional Development in Secondary Schools, Douglas Fisher & Nancy Frey III. Developing Solutions for Effective Professional Development 12. Characteristics of Adult Learning: Implications for the Design and Implementation of Professional Development Programs, Ruth L. Rohlwing & Maureen Spelman 13. Focusing Attention on Beliefs about Capability and Knowledge in Teachers’ Professional Development, Megan Tschannen-Moran & Jason A. Chen 14. Investing in Youth by Investing in Teachers: Transforming Adolescent Literacy through Responsive Professional Development, William G. Brozo 15. Involving Teachers in Their Own Professional Development, Peter Youngs & John Lane 16. Using Action Research to Target and Generate Professional Learning, Jennifer Jacobs & Diane Yendol-Hoppey 17. Leading Professional Learning in Districts with a Student Learning Culture, William A. Firestone & Melinda M. Mangin 18. Developing Partnerships through Collaboration to Promote Professional Development, Shelley B. Wepner 19. Content Knowledge for Teaching: Framing Effective Professional Development, Jennifer Merriman 20. Standards-Based Professional Learning and Certification: By the Profession, for the Profession, Lawrence Ingvarson 21. The School as a Center of Inquiry, Bruce Joyce & Emily F. Calhoun 22. Supporting Professional Growth through External Resources, Diana J. Quatroche, Kathryn L. Bauserman, & Leah Nellis III. Pulling It Together 23. Measuring the Effectiveness of Educators’ Professional Development, Thomas R. Guskey 24. Sustaining Teacher Professional Development, Laura M. Desimone & Daniel Stuckey 25. Lessons Learned: What Our History and Research Tell Us about Teachers’ Professional Learning, Sherry Kragler, Linda E. Martin, & Ruth Sylvester Appendix. Case Studies: Successful Schools That Have Supported Teachers' Professional Development

Read more less

Book SynopsisShowcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.Trade Review"This visionary text is the answer to an educator’s search for a comprehensive handbook on adolescent literacies. As a graduate text, the volume provides a solid foundation on adolescent identities, presents the variety of adolescent literacies, and discusses the use of multiple texts. Strengths include real-life examples, a strong research base supporting each topic, and insights that will provoke reflection and deep discussion."--Nancy Guth, PhD, Adjunct Instructor, College of Education, University of Mary Washington "Hinchman and Appleman have given us a visionary, field-defining volume that is unprecedented in its comprehensiveness and in its inclusion of new media literacies, multilingualism, pedagogy, and diverse critical perspectives. The book assembles preeminent scholars to provide expert commentary on the state of research and its applications to informed, engaged literacy classroom practice. This handbook is a jewel and a 'must have' for scholar-practitioners."--Ernest Morrell, PhD, Macy Professor of Education, Teachers College, Columbia University "Adolescent Literacies is incredibly timely. The range and depth of topics covered in the book will be invaluable to teachers looking to improve how they approach literacy instruction in the age of the Common Core standards. Graduate students will benefit from the comprehensive coverage of research. Of particular value is the inclusion of an entire section on the multiple texts of adolescent literacy and several chapters on digital media, given how little play these issues get in teacher training and graduate preparation."--Gina Biancarosa, EdD, Department of Educational Methodology, Policy, and Leadership, University of Oregon "I devoured this terrific book like a box of fine chocolates. I couldn't stop reading it, thanks to the motivating writing style of the editors and contributors and the remarkable, research-based instructional ideas they share. This volume should be required reading for all teachers in grades 5–12."--Diane Lapp, EdD, Distinguished Professor of Education, San Diego State University; Director of Learning, Health Sciences High and Middle College "I am grateful to Hinchman and Appleman for conceiving and bringing together this timely and significant work from leading researchers. Thought-provoking chapters--many of which challenge traditional approaches to adolescent literacy--present powerful arguments and provide new directions for instruction. I found I needed to read each chapter closely because the findings and ideas demanded reflection; many expanded my thinking about the contexts and possibilities for developing students’ literacies and gave me hope for the future. What a gift for educators!"--Donna Ogle, EdD, Co-Director, Reading Leadership Institute, National Louis University -Table of ContentsIntroduction: The State of Practice-Based Research in Adolescent Literacies, Kathleen A. Hinchman and Deborah A. Appleman I. Adolescent Literacies and Identities 1. Navigating Cultures and Identities to Learn Literacies for Life: Rethinking Adolescent Literacy Teaching in a Post-Core World, Elizabeth Birr Moje, Carolyn Giroux, and Nicholas Muehling 2. Youth, Popular Culture, and the Media: Examining Race, Class, Gender, Sexuality, and Social Histories, Marcelle M. Haddix, Antero Garcia, and Detra Price-Dennis 3. Adolescent Literacies beyond Heterosexual Hegemony, Mollie V. Blackburn and Ryan Schey 4. Beyond School: Examining the Out-of-School Literacies and Counternarratives of Adolescent Learners, Valerie Kinloch, Tanja Burkhard, and Carlotta Penn 5. Emergent Bilingual Youth in U.S. Secondary Schools, Danny C. Martinez and Ursula S. Aldana 6. What Research Says (and Doesn’t Say) about Literacy for Youth with Disabilities, Kelly Chandler-Olcott, Michelle Duffy, and Joanna Robertson 7. The Development of Literate Identities and Practices across a Decade: Families, Friends, and Schools, Catherine Compton-Lilly II. Locating Adolescent Literacies 8. Constructing Literacies in a Secondary English Language Arts Curriculum: Discourses, Histories, Ethics, Mary M. Juzwik, Jennifer VanDerHeide, Kati Macaluso, Amanda Smith, Natasha Perez, Samantha Caughlan, Michael Macaluso, and Cori McKenzie 9. Diverse Youth, New Teachers, and “Picturing” Literacy: Using Photovoice to “Partner” Our Way to Adolescents’ Perspectives on Literacy, Kristien Zenkov, Laurel Taylor, and Jim Harmon 10. The Power of Fostering Pleasure in Reading, Michael W. Smith, Jeffrey D. Wilhelm, and Sharon Fransen 11. Disciplinary Literacy: A Multidisciplinary Synthesis, David O’Brien and Lisa Ortmann 12. Misfits in School Literacy: Whom Are U.S. Schools Designed to Serve?, Peter Smagorinsky 13. Avoiding the Cheapest Room in the House: Dialoguing through Fear of Dialogical Practice, Bob Fecho, Steven J. Landry, and Jennifer J. Whitley III. Adolescent Literacies and Multiple Texts 14. Missing in Action: Learning from Texts in Subject-Matter Classrooms, Cynthia Greenleaf and Sheila Valencia 15. “No More Paperwork!”: Student Perspectives on Multimodal Composing in Response to Literature, Kelly K. Wissman 16. Let’s Translate!: Teaching Literacy Concepts with English Language Learners, Kelly Puzio, Christopher Keyes, and Robert Jiménez 17. Acquiring Processes for Responding to and Creating Multimodal Digital Productions, Richard Beach, Jill Castek, and John Scott 18. Adolescents Reading Graphic Novels and Comics: What We Know from Research, Stergios Botzakis, Rachelle Savitz, and David E. Low 19. Academic Language and Subject-Area Learning, Zhihui Fang 20. Young Adult Literature and Classroom-Based Research, Gay Ivey IV. Pedagogies of Adolescent Literacies 21. How Practice-Based Research Informs Adolescent English Language Learners’ Composing and Compositions, Jill Fitzgerald 22. Teaching and Learning Literary Argumentation in High School English Language Arts Classrooms, George E. Newell, David Bloome, and the Argumentative Writing Project 23. Adolescent Literacy and Collaborative Inquiry, Rob Simon and Amir Kalan 24. Scaffolding Adolescents' Reading of Challenging Text: In Search of Balance, Michael Graves 25. Teaching Writing to Adolescents: The Use of Evidence-Based Practices, Amy Gillespie Rouse and Steve Graham 26. A Close Reading of Close Reading: What Does the Research Tell Us about How to Promote the Thoughtful Interrogation of Text?, Amy Koehler Catterson and P. David Pearson Author Index Subject Index

Read more less

Book SynopsisThis esteemed reference work and professional resource, now substantially revised, integrates classic and cutting-edge research on how children and adolescents make meaning from text. The comprehension tasks and challenges facing students at different grade levels are explored, with attention to multiple text types and reading purposes. Preeminent researchers offer a range of perspectives--cognitive, neuroscientific, sociocultural, pedagogical, and technological--on key aspects of comprehension. Effective approaches to assessment, instruction, and intervention are reviewed. The volume also addresses issues in teaching specific populations, including struggling readers and English language learners. New to This Edition *A decade's worth of significant research advances are reflected in 10 entirely new chapters. *Revised throughout to incorporate new studies and timely topics: the expanding role of technology, changing school populations, the Common Core standards, intTrade Review"This volume represents the definitive word on reading comprehension--and as we all know, reading with understanding is what reading is all about. The second edition takes the reader through the history of reading comprehension research right up to the present, with chapters that are highly readable and accessible. The book is exceptionally well organized and is an ideal text for graduate classes in literacy development. The authors of these chapters are the top scholars in the field."--Susan B. Neuman, EdD, Teaching and Learning Department, Steinhardt School of Culture, Education, and Human Development, New York University "A masterpiece. This volume represents the new gold standard for research on reading comprehension. It surveys the historical, theoretical, methodological, empirical, cultural, and pedagogical dimensions of comprehension research. Researchers, educators, policymakers, and curriculum designers will find the second edition of this handbook indispensable."--Douglas K. Hartman, PhD, College of Education, Michigan State University "Over recent years, there has been a revolution in our understanding of reading comprehension. The second edition of this handbook is the best and most up-to-date introduction to this revolution for researchers, teachers, and students alike. It is essential reading for anyone interested in literacy."--James Paul Gee, PhD, Mary Lou Fulton Presidential Professor of Literacy Studies and Regents’ Professor, Arizona State University "We live in a time when an individual’s ability to process information and reason at a deep level is critical to quality of life and advancement as a society. Fortunately, the second edition of this handbook extends our knowledge about why we should study various aspects of reading comprehension and what approaches to instruction have merit. An extremely valuable and comprehensive resource."--Michael F. Hock, PhD, Senior Research Scientist and Director, Center for Research on Learning, University of Kansas -Table of ContentsI. Historical Analysis 1. Introduction: The Consequential Pulse of Reading Comprehension Research, Susan E. Israel and D. Ray Reutzel 2. The Roots of Reading Comprehension Instruction, P. David Pearson & Gina N. Cervetti 3. Comprehension Is Not Simple: Considering the Persisting Dangers in the Simple View of Reading Comprehension, James V. Hoffman 4. Professional Learning for Educators Focused on Reading Comprehension: A Historical Perspective, Barbara Laster & Carla Finkelstein 5. Research on Helping Readers Make Sense of Print: Evolution of Comprehension-Based Pedagogy, Kenneth S. Goodman, Yetta M. Goodman, & Kelly L. Allen II. Theoretical Perspectives 6. An Evolving Perspective of Constructively Responsive Reading Comprehension Strategies in Multilayered Digital Text Environments, Byeong-Young Cho & Peter Afflerbach 7. Toward a Theory of Literacy Meaning Making within Virtual Worlds, Richard Beach and Robert J. Tierney 8. Meaning Making in the 21st Century: The Sociogenesis of Reading Comprehension, James Gavelek & Colleen E. Whittingham 9. Literacy, Comprehension, and the Neurosciences, George G. Hruby III. Diagnosis, Assessment, and Intervention 10. Assessments of Reading Comprehension: Challenges and Directions, Lauren Leslie and JoAnne Schudt Caldwell 11. Using Assessments to Map and Evaluate the Comprehension Development of Young Children, Katherine A. Dougherty Stahl & Georgia Earnest García 12. Comprehension Difficulties and Struggling Readers, Richard L. Allington & Anne McGill-Franzen 13. Self-Regulation and Reading Comprehension: Moving Beyond the Individual's Cognition in Regulated Learning, Dixie D. Massey & Samuel D. Miller 14. Reconsidering Fluency's Role in Reading Comprehension, Melanie Kuhn & Paula J. Schwanenflugel IV. Impact of Text and Higher-Order Processing 15. Text and Comprehension: A Retrospective, Perspective, and Prospective, Emily Fox & Patricia A. Alexander 16. Reading Comprehension in the Middle Grades: Characteristics, Challenges, and Effective Supports, Ruth Wharton-McDonald & Joy Erickson 17. Vocabulary and Reading Comprehension: The Nexus of Meaning, Gwynne Ellen Ash & James F. Baumann 18. Improving Adolescent Comprehension: Developing Strategies in the Content Areas, Mark W. Conley 19. Structure, Epistemology, and Metalanguage Foundations of Reading Comprehension in Scientific Texts, Linda M. Phillips & Anat Yarden 20. Graphic Text and Visual Literacies in Reading Comprehension, Stergios Botzakis, Jason D. DeHart, & Sean P. Connors V. Diverse Components and Engagement 21. Reading Comprehension Research and the Shift Toward Culturally Sustaining Pedagogy, Colleen M. Fairbanks, Jewell E. Cooper, Sandra M. Webb, & Lynn A. Masterson 22. Comprehension in the Disciplines, Cynthia Shanahan 23. Constructing Meaning through Discussion, Keli Garas-York & Janice F. Almasi 24. The Role of Interest in Reading Comprehension, Sheree E. Springer, Janice A. Dole, & Douglas J. Hacker 25. Comprehension Strategies Instruction for Learners of English: Where We Have Been, Where We Are Now, Where We Still Might Go, Rachel Brown 26. Family Literacy Initiatives and Reading Comprehension, Patricia A. Edwards, Maria Selena Protacio, Marliese Peltier, & Laura Hopkins VI. Future Directions 27. The Role of Literacy Coaching in Improving Comprehension Instruction, Misty Sailors, Sylvia Minton, & Lorena Villarreal 28. Public Policy in an Era of Changing Literacies: A Focus on Reading Comprehension, Lori Helman & Cory Stai 29. Sophistication of Reading Comprehension: Where to from Here?, Susan E. Israel

Read more less

Book SynopsisWell established as a clear, comprehensive course text in five prior editions, this book has now been extensively revised, with a focus on disciplinary literacy. It offers a research-based framework for helping students in grades 6â12 learn to read, write, and communicate academic content and to develop the unique literacy, language, and problem-solving skills required by the different disciplines. In an engaging, conversational style, William G. Brozo presents effective instruction and assessment practices. Special attention is given to adaptations to support diverse populations, including English language learners. Pedagogical features include chapter-opening questions plus new case studies, classroom dialogues, practical examples, sample forms, and more. (Prior edition title: Content Literacy for Today's Adolescents, Fifth Edition.) New to this Edition: *Incorporates a decade of research, current standards, and the latest concepts and practices related to disciTrade Review"This book offers an expansive, inclusive discussion of teaching disciplinary and content-area literacy to adolescents in the 21st century. Brozo provides teachers with a range of tools for working with culturally and linguistically diverse youth. His attention to adolescents' identities will help teachers engage students who have a range of abilities, needs, and interests. By grounding instructional examples within the disciplines, Brozo demonstrates what responsive literacy practices look like and what makes them unique in different academic contexts. This is a great text for a master's-level content-area/disciplinary literacy course. Students will benefit from the examples of practice in action, and will see what it means to do this kind of work well."--Leigh A. Hall, PhD, School of Education, University of North Carolina at Chapel Hill "The book is important because it challenges our assumptions and biases toward today’s culturally and linguistically diverse students. The students sitting in our classes are different than they were a few years ago, and understanding these critical differences will help position us to become better educators. You have to know kids to teach kids, and Brozo’s provocative book helped me to get to know my students in ways that will certainly elevate their literacy skills."--Kelly Gallagher, MA, English teacher, Magnolia High School, Anaheim Union High School District, California "At a time when teaching disciplinary and content literacy is being promoted as one way to close the so-called achievement gap for youth--especially underserved youth--this book is timely. Brozo weaves together personal stories, case studies, and various literacy-related scenarios in an intellectually stimulating and engaging manner. He brings these elements and his extensive research full circle by inviting the reader to reflect, raise questions, and discuss multiple teaching strategies. I plan to adopt this text for my Middle Childhood/Adolescent Literacy Methods course, which is required for our preservice teachers seeking New York State professional certification. This is the perfect resource to help preservice teachers develop practices and strategies to enhance secondary students' academic achievement.”--Fenice B. Boyd, PhD, Department of Learning and Instruction, University at Buffalo, The State University of New York -Table of Contents1. Adolescent Literacies and Identities Inside and Outside of School 2. Building Literacy Competence across the Disciplines for Diverse Learners 3. Practices for Expanding Text Comprehension 4. Assessment for Literacy Growth and Disciplinary Learning 5. Creating Motivating Contexts for Literacy and Learning 6. Developing Academic Vocabulary Knowledge 7. Writing to Learn in the Disciplines 8. Reading and Learning from Multiple Sources 9. Strategic Literacy and Learning Processes References

Read more less

Book SynopsisWell established as a clear, comprehensive course text in five prior editions, this book has now been extensively revised, with a focus on disciplinary literacy. It offers a research-based framework for helping students in grades 6â12 learn to read, write, and communicate academic content and to develop the unique literacy, language, and problem-solving skills required by the different disciplines. In an engaging, conversational style, William G. Brozo presents effective instruction and assessment practices. Special attention is given to adaptations to support diverse populations, including English language learners. Pedagogical features include chapter-opening questions plus new case studies, classroom dialogues, practical examples, sample forms, and more. (Prior edition title: Content Literacy for Today's Adolescents, Fifth Edition.) New to this Edition: *Incorporates a decade of research, current standards, and the latest concepts and practices related to disciTrade Review"This book offers an expansive, inclusive discussion of teaching disciplinary and content-area literacy to adolescents in the 21st century. Brozo provides teachers with a range of tools for working with culturally and linguistically diverse youth. His attention to adolescents' identities will help teachers engage students who have a range of abilities, needs, and interests. By grounding instructional examples within the disciplines, Brozo demonstrates what responsive literacy practices look like and what makes them unique in different academic contexts. This is a great text for a master's-level content-area/disciplinary literacy course. Students will benefit from the examples of practice in action, and will see what it means to do this kind of work well."--Leigh A. Hall, PhD, School of Education, University of North Carolina at Chapel Hill "The book is important because it challenges our assumptions and biases toward today’s culturally and linguistically diverse students. The students sitting in our classes are different than they were a few years ago, and understanding these critical differences will help position us to become better educators. You have to know kids to teach kids, and Brozo’s provocative book helped me to get to know my students in ways that will certainly elevate their literacy skills."--Kelly Gallagher, MA, English teacher, Magnolia High School, Anaheim Union High School District, California "At a time when teaching disciplinary and content literacy is being promoted as one way to close the so-called achievement gap for youth--especially underserved youth--this book is timely. Brozo weaves together personal stories, case studies, and various literacy-related scenarios in an intellectually stimulating and engaging manner. He brings these elements and his extensive research full circle by inviting the reader to reflect, raise questions, and discuss multiple teaching strategies. I plan to adopt this text for my Middle Childhood/Adolescent Literacy Methods course, which is required for our preservice teachers seeking New York State professional certification. This is the perfect resource to help preservice teachers develop practices and strategies to enhance secondary students' academic achievement.”--Fenice B. Boyd, PhD, Department of Learning and Instruction, University at Buffalo, The State University of New York -Table of Contents1. Adolescent Literacies and Identities Inside and Outside of School 2. Building Literacy Competence across the Disciplines for Diverse Learners 3. Practices for Expanding Text Comprehension 4. Assessment for Literacy Growth and Disciplinary Learning 5. Creating Motivating Contexts for Literacy and Learning 6. Developing Academic Vocabulary Knowledge 7. Writing to Learn in the Disciplines 8. Reading and Learning from Multiple Sources 9. Strategic Literacy and Learning Processes References

Read more less

Book SynopsisVocabulary development is essential for learning, but conventional vocabulary assessments lack the range and flexibility to support K-12 classroom teachers in making instructional decisions. Drawing on linguistics, educational psychology, and educational measurement, this book offers a fresh perspective on word learning and describes powerful, precise assessment strategies. Guidelines are presented for selecting which words to teach, evaluating the depth and richness of students' word knowledge and their ability to apply it in complex contexts, designing effective instructional practices, and using technology to create adaptive and scalable assessments. User-friendly features include sample test items, classroom examples, a glossary, and suggested print and online resources.Trade Review"In this important volume, five leading scholars challenge the narrow and simplistic definitions of vocabulary that too often have guided the teaching and assessment of word meanings. Integrating research from multiple disciplines, the book advances a multifaceted, nuanced perspective on vocabulary and illustrates how this perspective can guide the next generation of assessments to inform instruction."--Michael J. Kieffer, EdD, Steinhardt School of Education, Culture, and Human Development, New York University "This book tackles the complex yet crucial topic of linking assessment to instruction in the domain of vocabulary. For decades, the field of education has been unable to meet the challenge of getting meaningful, useful vocabulary assessment into everyday classroom practice in a way that improves reading outcomes. McKeown and colleagues offer solutions that are anchored in current research and theory and have a realistic focus on today's learners and classroom practices. This excellent resource will be read and reread by all those keen on using the latest science of literacy development to boost student learning."--Nonie K. Lesaux, PhD, Juliana W. and William Foss Thompson Professor of Education and Society, Harvard Graduate School of Education "Finally--a book focused on meaningful vocabulary assessment to inform instructional practice! The volume extends our understanding of the vocabulary-learning process and presents multiple approaches to assessment that can be used flexibly with a range of students. Addressing the shortcomings of traditional vocabulary assessments, this book is full of practical ways to learn about students' depth of knowledge, gradations of knowledge, and application of knowledge, and includes a reader-friendly explanation of the research underlying these approaches."--Susan Watts Taffe, PhD, School of Education, University of Cincinnati "Our inability to comprehensively assess vocabulary learning has long been a major obstacle preventing teachers from maximizing the effectiveness of their instruction. This much-needed book represents a breakthrough in theory and practice. It will be an indispensable 'go-to' resource for a wide audience of practitioners and scholars."--Michael D. Coyne, PhD, Special Education Program, University of Connecticut -Table of Contents1. The Importance of Teaching and Assessing Vocabulary 2. A New Perspective for Thinking about Vocabulary 3. Surveying the State of Vocabulary Assessment 4. Which Words and Word Meanings Should We Teach and Assess? 5. How Should We Assess Vocabulary? 6. Classroom Practices for Vocabulary Instruction 7. The Role of Technology to Support Adaptive, Flexible, and Scalable Assessments Appendix 7.1: Some Important Corpora 8. Resources for Developing a Nation of Word Learners Glossary References Index

Read more less

Book SynopsisVocabulary development is essential for learning, but conventional vocabulary assessments lack the range and flexibility to support K-12 classroom teachers in making instructional decisions. Drawing on linguistics, educational psychology, and educational measurement, this book offers a fresh perspective on word learning and describes powerful, precise assessment strategies. Guidelines are presented for selecting which words to teach, evaluating the depth and richness of students' word knowledge and their ability to apply it in complex contexts, designing effective instructional practices, and using technology to create adaptive and scalable assessments. User-friendly features include sample test items, classroom examples, a glossary, and suggested print and online resources.Trade Review"In this important volume, five leading scholars challenge the narrow and simplistic definitions of vocabulary that too often have guided the teaching and assessment of word meanings. Integrating research from multiple disciplines, the book advances a multifaceted, nuanced perspective on vocabulary and illustrates how this perspective can guide the next generation of assessments to inform instruction."--Michael J. Kieffer, EdD, Steinhardt School of Education, Culture, and Human Development, New York University "This book tackles the complex yet crucial topic of linking assessment to instruction in the domain of vocabulary. For decades, the field of education has been unable to meet the challenge of getting meaningful, useful vocabulary assessment into everyday classroom practice in a way that improves reading outcomes. McKeown and colleagues offer solutions that are anchored in current research and theory and have a realistic focus on today's learners and classroom practices. This excellent resource will be read and reread by all those keen on using the latest science of literacy development to boost student learning."--Nonie K. Lesaux, PhD, Juliana W. and William Foss Thompson Professor of Education and Society, Harvard Graduate School of Education "Finally--a book focused on meaningful vocabulary assessment to inform instructional practice! The volume extends our understanding of the vocabulary-learning process and presents multiple approaches to assessment that can be used flexibly with a range of students. Addressing the shortcomings of traditional vocabulary assessments, this book is full of practical ways to learn about students' depth of knowledge, gradations of knowledge, and application of knowledge, and includes a reader-friendly explanation of the research underlying these approaches."--Susan Watts Taffe, PhD, School of Education, University of Cincinnati "Our inability to comprehensively assess vocabulary learning has long been a major obstacle preventing teachers from maximizing the effectiveness of their instruction. This much-needed book represents a breakthrough in theory and practice. It will be an indispensable 'go-to' resource for a wide audience of practitioners and scholars."--Michael D. Coyne, PhD, Special Education Program, University of Connecticut -Table of Contents1. The Importance of Teaching and Assessing Vocabulary 2. A New Perspective for Thinking about Vocabulary 3. Surveying the State of Vocabulary Assessment 4. Which Words and Word Meanings Should We Teach and Assess? 5. How Should We Assess Vocabulary? 6. Classroom Practices for Vocabulary Instruction 7. The Role of Technology to Support Adaptive, Flexible, and Scalable Assessments Appendix 7.1: Some Important Corpora 8. Resources for Developing a Nation of Word Learners Glossary References Index

Read more less