Teaching of a specific subject Books

Book SynopsisComet Street Kids reading books follow the adventures of Rav, Asha, Tess and Finn, four of the residents of Comet Street. There are 144 exciting stories in the series that children won't be able to put down.Rav's mum is taking him, Tess, Asha and Finn to the park. When they see the pedal boats they can't wait to have a go and soon start to have a race across the lake. Then they get stuck! How will they get out of the water?Reading age: 5-6 years

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Book SynopsisComet Street Kids reading books follow the adventures of Rav, Asha, Tess and Finn, four of the residents of Comet Street. There are 144 exciting stories in the series that children won't be able to put down.Finn loves playing football and can't wait to play in the cup final. But when he breaks his arm during a match, he's not allowed to play football for six weeks. Poor Finn! Will anything cheer him up?Reading age: 5-6 years

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Book SynopsisComet Street Kids reading books follow the adventures of Rav, Asha, Tess and Finn, four of the residents of Comet Street. There are 144 exciting stories in the series that children won't be able to put down.Tess, Asha, Finn and Rav are at the wildlife park looking at the Arctic foxes when they find themselves whirling away to the Arctic! They meet some polar bear cubs and have great fun playing with them … until their hungry mother turns up. Can the friends escape?Reading age: 5-6 years

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Book SynopsisPractise and perfect the knowledge and skills that students need to achieve their best grade in the Edexcel GCSE (9-1) History exams.Packed full of consolidation activities and exam-style questions, this time-saving Workbook makes it easier to reinforce understanding throughout the course and prepare for examination.- Apply, embed and recap knowledge using tried-and-tested consolidation activities that put the large amount of content into context- Develop the exam skills required for the 9-1 examinations with a bank of practice questions that covers every question type and includes mark allocations to indicate how much time students should spend on an answer- Help students identify their revision needs and understand how to improve their responses by consulting the online answers/answer guidance for each activity and question- Use flexibly for homework or classwork, during the course or for revision and exam practice- Feel confident about exam preparation, knowing that the activities and questions have been carefully created by a team of experienced examiners and practising teachers

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Book SynopsisFor Biology GCSE and Science (Double Award) GCSEHigher tier Welsh language editionCreate confident, literate and well-prepared students with skills-focused, topic-specific workbooks.Our Student Workbooks build students' understanding, developing the confidence and exam skills they need, whilst providing ready prepared lesson solutions.- Supplements key resources such as textbooks to adapt easily to existing schemes of work- Offers time-saving and economical lesson solutions for both specialist and non-specialist teachers- Provides flexible resource material to reinforce and apply topic understanding throughout the course, as classwork or extension tasks, or for revision- Creates opportunities for self-directed learning and assessment with answers to tasks and activities supplied online- Prepares students to meet the demands of the specification by practising exam technique and developing their literacy skills

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Book SynopsisFeel confident in full coverage of the curriculum requirements with an atlas specially created to cover Social Studies, Geography and History. - Encourage awareness of the whole Caribbean region with a 44-page Caribbean section, containing detailed maps of all independent countries and major dependent territories from The Bahamas to Trinidad, and including Belize and Guyana.- Engage students in topical issues with a world mapping section, including features on world climate, the environment and population. - Introduce a solid foundation in geographical knowledge with world facts and figures for all nations.- Secure strong geographical skills with a feature on map reading and how to use an atlas.- Ensure ease-of-use with a 4-page index showing letter-figure grid references to place names found on the maps.

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Book SynopsisThis new Answer Guide for Pearson Edexcel A Level Business from Ian and Claire Marcousé:- Covers all of the questions from the textbook- Mirrors the textbook so you can quickly and easily find the material you are looking for- Helps you cut down your preparation and marking time

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Book SynopsisExam Board: SQALevel: HigherSubject: EnglishFirst Teaching: August 2018First Exam: June 2019Ensure your students are prepared for every aspect of their assessment with the only textbook that offers comprehensive coverage of the updated syllabus requirements. - Written by a highly experienced bestselling author- Covers the updated specification with all the new topics in the SQA examinations- Provides thorough exam preparation, with graded Practice Exercises- Organised to make it easy to plan, manage and monitor student progress

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Book SynopsisExam board: OCR (Specification B, SHP)Level: GCSE (9-1)Subject: HistoryFirst teaching: September 2016First exams: Summer 2018An OCR endorsed textbook.Help more students to access the content for OCR GCSE History B (SHP) with this Foundation Edition, designed to work alongside the mainstream textbook for effective co-teaching in the same class.Covering The Norman Conquest 1065-1087, this book:> Follows the same structure and page numbers as the mainstream textbook so that students of all abilities can explore the same enquiries> Simplifies and reduces the text on each page, using carefully-controlled vocabulary and clear explanations of key terms> Focuses on the key points that students need to understand and includes new content summaries at the end of each enquiry to reinforce learning> Offers full support for the student tasks, using a wide range of scaffolding to make the tasks accessible and achievable> Provides specific assessment guidance and develops the historical thinking skills required for success at GCSE

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Book SynopsisExam board: Pearson EdexcelLevel: GCSE (9-1)Subject: HistoryFirst teaching: September 2016First exams: Summer 2018Help more students to access the content for Pearson Edexcel GCSE History with this Foundation Edition, containing bespoke text and activities to support students working up to Grade 5.Covering Superpower relations and the Cold War, 1941-91, this book:- Follows the same structure and page numbers as the mainstream textbook for effective co-teaching in the same class- Simplifies and reduces the text on each page, focusing on the essential knowledge that students need and using clear diagrams to explain more challenging concepts- Uses carefully-controlled vocabulary throughout, ensuring that the reading level is appropriate for all students, including those with lower literacy levels or English as an additional language (EAL)- Develops students' knowledge, understanding and skills through accessible and achievable tasks- Provides step-by-step guidance on how to answer exam questions and target a Grade 5, building students' confidence as they revise and practise for their exams- Includes definitions of 'useful words' and 'history words' at the start of each key topic to boost students' vocabulary

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Book SynopsisCommitted to the power of oral language, Literacy Out Loud recognizes the important role "talk" plays in developing the reading and writing abilities that students need in school and beyond. This book offers strategies where oral language takes center stage and is fostered through engaging activities in K-8 classrooms. Literacy activities and events focus on all aspects of listening and speaking and emphasize enjoyable, purposeful, social learning.

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Book SynopsisCultivating Readers introduces a six-step approach for cultivating and growing complete readers who have the will to read. It shows teachers how to create classrooms where students understand the value of reading, intimately know who they are as readers, and receive joy and pleasure from text. From sharing your reading life to getting to know your students to modelling the habits of a reader, you will find strategies to use to set the foundation for a classroom of enthusiastic readers.

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Book SynopsisMoving Math focuses on "moving" the teaching and learning of mathematics by shifting instruction and assessment practices. The authors describe how using various thinking skills like inferring, analyzing, and evaluating, helps students make sense of mathematical concepts to support numeracy. This book offers possible student solutions that demonstrate how the thinking skills support the intended mathematical learning.

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Book SynopsisTake Me to Your Readers is rooted in the belief that teachers can lead their students to develop their reading tastes and grow in their love of reading at the same time as supporting and stretching students in their meaning-making experiences. This practical resource highlights more than 50 instructional strategies that invite students to work inside and outside a book through reading, writing, talk, and arts experiences.

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Book SynopsisThis practical book shows you how to get to know the needs and abilities of your students so you can help them make sense of math concepts. You will discover how to structure learning experiences around key number concepts: quantity, counting, relating, and representing. The key concepts will be developed across the various strands: patterning and algebra, number and operations, measurement, geometry, and data and probability.

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Book SynopsisOur youngest learners thrive when their learning environment is one that celebrates curiosity, exploration, and imagination. This comprehensive resource sets the stage for play-based learning that will help children build a strong literacy foundation as well as negotiate the choices they make in real life. Get your students off on the right foot with literacy learning that appeals and engages.

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Book SynopsisWhen students say that reading is boring, difficult, overwhelming, or they cannot find a good book, it is almost impossible to sell them on the idea that reading is fun and worthwhile. Sometimes Reading is Hard shows teachers how to develop the skills students need to be successful and how to cultivate passionate, lifelong readers. Classroom vignettes, promising practices, and step-by-step activities illustrate how teachers can weave teaching the skills of reading, decoding, vocabulary, comprehension, and fluency with real reasons to read. When students want to read and they enjoy it, their reading skills improve. With the right motivation, any student can become an enthusiastic reader.

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Book SynopsisThis practical book is full of quick and easy-to-use lessons that promote meaningful writing practices in the classroom. Teachers will find strategies organized alphabetically and in a consistent format that will inspire students to plan, develop, and share their writing. The lessons allow teachers to choose what they need to meet the diverse and various needs of students in grades one through eight. Each independent lesson guides students through the writing process with information about a writing form, along with suggested literature sources. Tips throughout the book will help students successfully write to narrate, to inform, to entertain, to persuade, to respond, and to enjoy.

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Book SynopsisThe award-winning illustrations of 57 Caldecott Books (1938-1994) have inspired a multitude of lessons that guide students in creating art with similar qualities. Focusing on such principles and elements as line, color, texture, shape, value, and space, these classroom-tested projects have step-by-step instructions, materials lists, and detailed illustrations for teachers who have little or no art training. Various art media are explored, including pencil, crayon, marker, colored pencil, chalk, stencils, collage, watercolor, tempera, color mixing, and printmaking. These projects use limited materials so they're great for the classroom as well as the art room.

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Book SynopsisThis volume addresses one of the central issues in education: how best to instruct our students. From the late Jeanne S. Chall, Professor of Education at Harvard University and a leading figure in American education, the book reviews and evaluates the many educational reforms and innovations that have been proposed and employed over the past century. Systematically analyzing a vast body of qualitative and quantitative research, Chall compares achievement rates that result from traditional, teacher-centered approaches with those resulting from progressive, student-centered methods. Her findings are striking and clear: that teacher-centered approaches result in higher achievement overall, with particular benefits for children of lower socioeconomic status and those with learning difficulties. Offering cogent recommendations for practice, the book makes a strong case for basing future education reforms and innovations on a solid empirical foundation. In a new foreword to the paperback edition, Marilyn Jager Adams reflects on Chall's deep-rooted commitment to and enduring legacy in educating America's children. Trade ReviewFor school psychologists, this book provides: (a) a useful overview of the history of key ideas which continue to affect what we do in schools today, and (b) and overview of the empirical research on the comparative effectiveness of student-centered and teacher-centered approaches to education. For teachers who are less exposed to the current empirical literature in education, this book is perhaps an even more valuable resource. The teacher training curriculum in most schools of education do not teach how to conduct, evaluate, or employ research findings to improve classroom instruction....Chall provides a clear presentation of the relevant research that relates to improving achievement and the historical context in which certain beliefs, independent of supporting research, gained ascendancy over empirically supported practices....Chall has made a strong case for the effectiveness of teacher centered approaches to educational practice as compared to student centered approaches....For school psychologists, teachers, administrators, and parents this book can provide a clear answer to the question, 'What works in the classroom?'. The next step is to do it.--School Psychology QuarterlyOffering cogent recommendations for practice, the book makes a strong case for basing future education reforms and innovations on a solid empirical foundation....The value of a more formal, teacher-centered education is thoroughly demonstrated, with particular attention given to the benefits derived by children of lower socioeconomic status and those with learning difficulties....The book points us towards solutions based on knowledge and past experience, rather than fads and expediency. --ZDM - Zentralblatt Für Didaktik Der MathematikA notable education book of 2000....If a school district could choose one person over the past generation to offer advice on educational strategies, the smart money would be on the late Jeanne Chall....this book is a must for people who work in--and run--schools.--American School Board JournalChall wants teachers to tap the entire spectrum of education ideas--to draw on a wide range of classroom practices regardless of their ideological points of origin. In the end, this call for open-mindedness may be her most important legacy.--Teacher MagazineHow best to instruct students is the central theme of the late Jeanne S. Chall's last book....The ten chapters focus on all aspects of the issue including thorough discussions of traditional, teacher-centered education versus progressive, student-centered education trends in reading, mathematics, science, and social studies, and conclusions and recommendations. An appendix shows the key differences between the two strategies in a clear, concise manner. Highly recommended at all levels. --ChoiceIn this remarkable volume...Jeanne Chall made a tremendous contribution to American education, a contribution that could revolutionize the way we approach teaching and learning....Any school board really concerned about how to improve student learning should consider buying this book in volume...to make certain it reaches all who direct instruction....It is a highly readable book, numbering under 200 pages, but each page is chock-full of information, provocative questions, and ideas that should stir the heart of anyone from a policy wonk to a classroom teacher in P.S. 100 trying to do his or her best to teach children. Chall's mastery of the past century and more of research on the issue of what works is truly remarkable....Public education is under almost constant attack from one quarter or another. The 2000 presidential campaign promises to elevate the issue to epic proportions. Rather than resort to a score of new programs, a thousand new ideas, perhaps we should simply require that every candidate, local, state or national, read this treasure of a book before they engage in debate. Then we might actually focus our energy and resources where it belongs--on improving teaching and learning.--American School Board JournalIt would create a revolution in American education if every teacher, parent, and school board member were to read this book. What a wonderful, informative, readable, commonsense discussion of what works in classrooms and what usually doesn't work. --Diane Ravitch, author of The Troubled Crusade; Research Professor, New York University; Former U.S. Assistant Secretary of Education for Research and ImprovementThe capstone work of a great scholar, this book synthesizes all the relevant research to show that student-centered teaching does not live up to its education-school billing. Rather, it is teacher-centered education which leads to greater excellence and fairness. For the sake of our children, we must not wait decades, as we did with reading, before heeding the truths uncovered by the matchless scholarship of Jeanne Chall. --E.D. Hirsch, Jr, Ph.D., University Professor of Education and Humanities, University of VirginiaIn her last book, Jeanne Chall brings her vast experience with the field of education and her rigorous scholarship to bear on what has become the hottest topic of the day. Expanding her focus from literacy to the full range of curriculum, Chall concludes that the preponderance of evidence supports a strong teacher-centered approach to education over methods that transfer primary responsibility for learning to students. This book may well define the educational debates of the next decade. It provides both a needed historical perspective on educational fads and facts, and an incisive analysis of the forces affecting educational change. As such, The Academic Achievement Challenge ought to be required reading for anyone entering the profession of education today. --Andrew Biemiller, PhD, Professor and Coordinator of MA Teacher Education Program, Institute of Child Study, University of TorontoBeyond being a classic study of what works in the classroom and why, Jeanne Chall's final book provides us with an enduring lesson in how to base recommendations for practice on analysis of research.--Mary Beth Curtis, PhD, Center for Special Education, Lesley University - A notable education book of 2000....If a school district could choose one person over the past generation to offer advice on educational strategies, the smart money would be on the late Jeanne Chall....This book is a must for people who work inand runschools. --American School Board Journal, 3/28/2002ƒƒ Chall wants teachers to tap the entire spectrum of education ideasto draw on a wide range of classroom practices regardless of their ideological points of origin. In the end, this call for open-mindedness may be her most important legacy. --Teacher Magazine, 3/28/2002Table of ContentsContents1. Academic Achievement: An American Dilemma2. Traditional, Teacher-Centered Education versus Progressive, Student-Centered Education3. Twentieth-Century Trends in Educational Policy: The Shift toward Student-Centered Programs4. Trends in Specific Areas of the Curriculum: Reading, Mathematics, Science, and Social Studies, 1900 to the 1990s5. Research on the Overall Effects of Teacher- and Student-Centered Educational Programs6. Descriptive Studies of Early Educational Experiments7. Student-Centered Education: From Theory to Practice8. Socioeconomic and Learning Difference Effects9. Parents, the Media, and other Nonschool Educators10. Where Do We Go from Here? Conclusions and RecommendationsAppendix: Key Differences between Teacher-Centered and Student-Centered Instruction

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Book SynopsisCurrent research increasingly highlights the role of early literacy in young children's development--and facilitates the growth of practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the preschool years. Volume 1 covers such essential topics as major theories of early literacy; writing development; understanding learning disabilities, including early intervention approaches; cultural and socioeconomic contexts of literacy development; and tutoring programs and other special intervention efforts. Trade ReviewNeuman and Dickinson have created nothing short of a tour de force. This new Handbook will be essential reading for anyone interested in the topic--and, these days, who is not? Early literacy development is among the most complex current issues facing children, families, early care and education providers, school personnel, researchers, and policy makers. Containing chapters by the leading developmentalists and literacy experts in the nation, the Handbook provides the reader with diverse perspectives, salient analyses, intellectual energy, and simply outstanding scholarship. It is a joy to read and will well earn its place in the annals of scholarship. --Sharon L. Kagan, EdD, Professor of Early Childhood and Family Policy, Teachers College, Columbia University; Immediate Past President, National Association for the Education of Young ChildrenThis volume both celebrates and reports on the vast amount of knowledge gained in emerging and early literacy over the last two to three decades. It encompasses the wide array of perspectives that characterize the current information explosion. Importantly, it also offers guidance for continuing to develop a more sophisticated understanding of such issues as the culturally situated, multiple literacies that are both local and global realities. All of us--educators, researchers, and other students of literacy--need this book. --Anne van Kleeck, PhD, Department of Communication Sciences and Disorders, University of GeorgiaWith the recent federal focus on early prevention of reading impairments, this handbook provides practitioners and educators with the information needed to provide scientifically based, theory-guided assessment and instructional services to children who are typically developing or at risk for literacy difficulties. Neuman and Dickinson have gathered together an impressive cadre of scientists and educators who inform readers about early literacy research and its application for the home and the classroom. All professionals who work with young children, including general and special educators and speech-language pathologists, should consider this volume a ‘must-have' for their professional library.--Kenn Apel, PhD, CCC-SLP, Department of Communicative Disorders and Sciences, Wichita State University - This publication helps to establish the importance of the study of early literacy, so essential to later reading achievement. Neuman and Dickinson have assembled a very useful collection...with contributions by some of the most prestigious people in the field. --Childhood Education, 4/9/2003ƒƒ The Handbook of Early Literacy Research is timely and should be a 'hot' professional reference....The Handbook interrupts 'one size fits all' notions of education and is an important contribution to stimulating local, national, and international dialogues on the literacy needs of all children. --Teachers College Record, 4/9/2003ƒƒ Well organized and well edited....Highly recommended for upper-division undergraduates and above. --Choice, 4/9/2003ƒƒ An excellent tool for reading specialists, teacher educators, staff developers, and administrators interested in joining the discourse about improving the lives of our nation's children....[This book] will continue to keep literacy on the national agenda as we struggle to give every child a literate future. --Education Review, 4/9/2003Table of ContentsI. Ways of Conceptualizing Early Literacy Development 1. Introduction, Neuman and Dickinson 2. Emergent Literacy: Development from Prereaders to Readers, Whitehurst and Lonigan 3. A Sociocultural Perspective on Early Literacy Development, Gee 4. Literacy and Oral Language: Implications for Early Literacy Acquisition, Watson 5. Some Theoretical and Methodological Considerations in Studying Literacy in Social Context, Pellegrini 6. Alphabetic Anxiety and Explicit, Systematic Phonics Instruction: A Cognitive Science Perspective, Adams 7. Brains, Genes, and Environment in Reading Development, Olson and GayanII. Strands of Early Literacy Development 8. Connecting Early Language and Literacy to Later Reading (Dis)abilities: Evidence, Theory, and Practice, Scarborough 9. Early Phonological Development and the Acquisition of Literacy, Goswami10. Writing and Children's Symbolic Repertoires: Development Unhinged, Dyson11. Invented Spelling, Phonemic Awareness, and Reading and Writing Instruction, RichgelsIII. Home and Community Influences12. Young Bilingual Children and Early Literacy Development, Tabors and Snow13. Joint Caregiver¿Child Storybook Reading: A Route to Literacy Development, Bus14. Early Language and Literacy Skills in Low-Income African American and Hispanic Children, Vernon-Feagans, Hammer, Miccio, and Manlove15. Making Schools Work for Low-Income Families in the 21st Century, Goldenburg16. The Complex Interplay between Biology and Environment: Otitis Media and Mediating Effects on Early Literacy Development, Roberts and BurchinalIV. Schooling Influences: The Preschool Years17. Early Literacy and Developmentally Appropriate Practice: Rethinking the Paradigm, New18. The Nature and Impact of Early Childhood Care Environments on the Language and Early Literacy Development of Children from Low-Income Families, Dickinson and Sprague19. Environment and Its Influences for Early Literacy Teaching and Learning, Roskos and NeumanV. Instructional Materials and Classroom Practices20. Emergent Literacy Skills, Early Instruction, and Individual Differences as Determinants of Difficulties in Learning to Read: The Case for Early Intervention, Vellutino and Scanlon21. Early Intervention for African American Children Considered to Be at Risk, Strickland22. Teaching Phonics and Phonological Awareness, Stahl23. Literature-Based Instruction in the Early Years, Morrow and Gambrell24. The Texts of Beginning Reading Instruction, Hiebert and Martin25. Early Literacy Development: The Case for Informed Assessment, Johnston and Rogers26. Assessing the Literacy of Young Children: A Case for Multiple Forms of Evidence, SalingerVI. Special Intervention Efforts27. Preschool Education for Economically Disadvantaged Children: Effects on Reading Achievement and Related Outcomes, Barnett28. Intergenerational Family Literacy: Concepts, Research, and Practice, Wasik, Dobbins, and Herrmann29. The Complex World of One-on-One Tutoring, Invernizzi30. Title 1 and Special Education: Support for Children Who Struggle to Learn to Read, McGill-Franzen and Goatley

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Book SynopsisWhy are we all taught maths for years of our lives? Does it really empower everyone? Or fail most and disenfranchise many? Is it crucial for the AI age or an obsolete rite of passage?

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Book SynopsisGrounded in cutting-edge theory and research about literacy development, this book is filled with practical assessment and instructional ideas for teachers of pre-K through grade 3. Engaging vignettes show how everyday conversations and activities offer rich opportunities both for evaluating children's current level of knowledge and for helping them progress toward more sophisticated and rewarding interactions with reading and writing. Throughout, the book highlights ways to work effectively with English language learners and their families, a theme that is the exclusive focus of two chapters. Other timely topics covered include creative uses of technology and ways to incorporate popular culture into the classroom. Over two dozen reproducible assessment tools and handouts enhance the utility of this volume as an instructional resource, professional development tool, or graduate-level text.Trade ReviewIn the graduate program that I direct, we emphasize the preparation of teachers for very diverse classrooms. I will definitely use this book as a text in my early literacy courses. It contains many wonderful, specific ideas for teachers, particularly those working with English language learners. I especially appreciated the chapter on ways to collaborate effectively with parents who may not be fluent in English. Among the book's other excellent features are suggestions for integrating technology into the classroom and helpful checklists and rubrics throughout. Readable, engaging, and practical, this book contains the kind of information that teachers need.--Beth Roberts, PhD, Division of Education, Oglethorpe University, Atlanta, GeorgiaTeaching Early Literacy is a particularly comprehensive text on early literacy learning and research-based instruction. The emphasis on the practical applications of the material contained in each chapter makes this book especially attractive and useful for graduate students in literacy and teachers engaged in professional development. The inclusion of the grade-level teachers’ perspectives in the appropriate chapters provides an insightful glimpse of practice that is derived from research. This integration of research and practice makes Teaching Early Literacy an excellent choice for courses in early literacy development and the teaching of reading in elementary schools.--Deborah Gee Woo, EdM, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New JerseyThis book makes an important contribution to our understanding of how children develop as readers and writers. It describes three phases of reading and writing development and explains ways to target the instructional needs of children at each phase. Chapters focusing on teaching English language learners are especially rich with helpful information. I also appreciated the book's listings of relevant websites and its discussion of how to engage families in children’s literacy development. Undergraduate and graduate students in early childhood, elementary, or reading education will find this book highly useful in learning how to address the instructional needs of all students, particularly those considered to be at risk.--Lea M. McGee, EdD, College of Education, University of Alabama -Table of Contents1. The Intersection of Literacy Learning and Instruction2. Exploring Developing Literacy3. Developing Literacy and English Language Learners4. Beginning Literacy5. Early Literacy and Technology6. Transitional Literacy7. Transitional Literacy and English Language Learners8. Engaging Families9. Issues in Early LiteracyChildren's Books CitedReferences

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Book SynopsisThis indispensable manual provides a comprehensive guide to one-on-one instruction for struggling readers in grades 1 to 3. The book addresses the hows, whats, and whys of setting up a volunteer or professional tutoring program, supplies assessment guidelines and reproducible forms, and presents in-depth case studies that demonstrate the nuts and bolts of tutoring three children at different stages of early literacy over an entire school year. Case study chapters offer clear descriptions of lesson plans, instructional activities, and informal assessment procedures, illustrated with realistic examples of student work. Trade ReviewThe Howard Street Tutoring Manual is the leading text focused on the training of reading tutors. The second edition provides enhanced case study examples and detailed, step-by-step directions regarding instructional techniques and materials for use with struggling readers. This book is a 'must read' for classroom teachers and paraprofessionals desiring to enrich their reading instruction, for volunteer tutors, and for anyone wishing to create, expand, or refine current school or community tutoring programs.--Jessica G. Bevans, Brigham Young UniversityThis revised second edition is a 'must' for any educator working with struggling readers and any teacher educator developing reading methods or intervention courses. Morris’s strong theoretical background and decades of experience as a reading clinician allow him to expertly weave the 'how' and the 'why' of reading intervention into a text that is sure to be used as a professional resource time and time again. Moreover, many of the basic tutoring components can be transferred to small-group instruction.--Kathleen J. Brown, PhD, University of Utah Reading ClinicIf you’re a teacher looking for a tutoring manual to use with your struggling readers, a professor seeking a text for a course on tutoring, or a parent or literacy volunteer working one on one with a child, then this remains the first (and perhaps only) book you should read. Morris speaks directly to anyone who has an interest in helping struggling readers.--Sam Miller, PhD, Department of Curriculum and Instruction, School of Education, University of North Carolina-GreensboroThe Howard Street Tutoring Manual is a 'must read' for anyone implementing a tutoring program for struggling readers. In this second edition, Darrell Morris, a leading expert in the field of early reading, details the practices and procedures for a successful tutoring intervention. Through careful and thoughtful explanation, this how-to manual makes it possible to train motivated people with varying skills to help young children achieve the difficult task of learning to read.--Barbara A. Wasik, PhD, Center for Social Organization of Schools, Johns Hopkins University - I found this book to be a comprehensive refresher in the structure and function of tutoring sessions....Will be quite useful for tutors, and can be a handy reference for trainers in tutoring programs. There is a great deal of useful material....The Manual assimilates a tremendous amount of information in one volume, and for a volunteer tutor who may not be trained in education, it will be a useful reference....The book is a well-researched, incredibly useful resource for working with at-risk readers, complete with materials, books to use, and guidance in assessing a student's progress. --Education Review, 1/8/2005Table of Contents1. The Tutoring Model2. The Initial Reading Assessment3. Atticus, the Emergent Reader4. Beth, the Fledgling Reader5. Curt, the Late-First- to Second-Grade-Level Reader

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Book SynopsisFrom the founder of the internationally known Benchmark School, this unique book presents a proven approach for helping struggling students become fully engaged readers, learners, thinkers, and problem solvers. Benchmark's research-based Interactive Learning Model is clearly explained and illustrated with teacher-friendly, how-to-do-it examples. Gaskins demonstrates ways to teach effective strategies for decoding words and understanding concepts, and to give students the skills to apply these strategies across the curriculum based on their individual cognitive styles and the specific demands of the task at hand. Comprehensive yet highly readable, the book includes quick-reference charts and reproducible figures and activities that can be used in all subject-matter areas, grades 1 through 8.Trade ReviewIrene Gaskins has spent over 30 years shaping Benchmark School into an optimal form of education for struggling readers. Most researchers do not move beyond their dreams when they envision the ideal school or curriculum, but Gaskins is the exception. She has shaped her approach by pursuing new research findings and their application, helping teachers hone their skills to become as effective as possible, uncovering the roadblocks facing struggling readers, and devising programs, writing curricula and then regularly revising them in order to address all of these factors. Educators can learn much about effective teaching and learning from every chapter of this fascinating book. The staff at Benchmark has encountered most of the problems facing elementary and middle grade teachers and principals, and this book provides a picture of the solutions they found to be most effective. Written with expertise and sensitivity, Gaskins's observations, analyses, findings, and solutions will prove informative, eye-opening, and even surprising to teachers in search of new ideas and inspiration.--Linnea C. Ehri, PhD, Program in Educational Psychology, Graduate Center, City University of New YorkHighly recommended reading for educators seeking a better understanding of what really works for struggling readers, with answers that may surprise you. In this volume the legendary Irene Gaskins shares insights gained in applying research to help hundreds of struggling readers find success. As expected, Gaskins provides detailed information on the systematic instruction in word identification and comprehension that has made Benchmark School famous. I appreciated the wealth of classroom examples showing how teachers can actually help struggling readers, not just with the technicalities of reading but with necessary life skills such as good, old-fashioned self-discipline.--Kathryn H. Au, PhD, College of Education, University of HawaiiWhat a wonderful contribution to the field! In this first-person perspective on the renowned Benchmark School approach to literacy, Gaskins offers a compelling combination of history and theory, research and practice. Her integration of psychology and literacy well illustrates that there is far more to teaching struggling readers than teaching them to read. A unique, exceedingly helpful resource, this book includes well-organized chapters, numerous charts, and an outstanding reference list.--Kathleen Mohr, EdD, Department of Teacher Education and Administration, University of North TexasThis book isn't just about teaching reading--it's about how to help struggling readers succeed in an academic environment. Gaskins presents solid, research-based practices that she and her colleagues at Benchmark developed and that are widely accepted throughout the field. As you read this book, it's only natural to self-assess and cull ideas to improve your own teaching. This would be a fabulous book for an elementary school faculty to read and study together. It would also be great for literacy specialists, or as a text in graduate-level courses on foundations of literacy or working with struggling readers.--Brenda L. Sabey, PhD, Department of Elementary Education, Dixie State College of Utah - What works? The answer is simplea caring teacher, who is grounded in current research, manages the classroom and its environment, teaches students explicitly how to accomplish their tasks and understands that no two students learn exactly the same. Although this book will be of interest to school leaders, literacy teachers will want to read it to improve their practice. This comprehensive book offers charts, reproducible figures and activities for immediate implementation across the curriculum. --Education Book Reviews, 5/5/2005Table of ContentsI. Struggling Readers1. Searching for Answers to the Why and How of Struggling Readers2. Introduction to Benchmark's Interactive Learning Model and Person Variables3. Exploring the Strengths and Challenges of Struggling Readers: Personality, Temperament, Emotion, Motivation, and Volition4. Exploring the Strengths and Challenges of Struggling Readers: Intelligence, Physical Development, and HealthII. Context and Theories of Learning5. The Context for Learning: Teacher Knowledge, Classroom Culture, and Instruction6. The Context for Learning: Sociocultural, Task, and Text Variables7. Learning Principles about the Interaction of Variables, Explicit Instruction, and Social Activity8. Learning Principles That Guide Instruction: Developmental, Motivational, and Accountability Issues9. Learning Principles to Share with StudentsIII. Classroom Implementation10. Strategies for Reading Words: Teaching Phonemic Awareness, Decoding, and Fluency11. Activities That Reinforce Word Detective Practices12. Comprehension Strategies13. Explicit Explanations of Comprehension Strategies for Grades 1-814. Rationale for Teaching Concepts, Essential Understandings, and Knowledge StructuresAfterword: Five Major Insights from 45 Years of Teaching Struggling Readers

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Book SynopsisAccessible and hands-on yet grounded in research, this book addresses the whats, whys, and how-tos of integrating literacy instruction and the arts in grades K-8. Even teachers without any arts background will gain the skills they need to bring music, drama, visual arts, and dance into their classrooms. Provided are a wealth of specific resources and activities that other teachers have successfully used to build students' oral language, concepts of print, phonemic awareness, vocabulary, fluency, comprehension, and writing, while also promoting creativity and self-expression. Special features include reproducible worksheets and checklists for developing, evaluating, and implementing arts-related lesson plans.Trade ReviewTeachers know that children learn by doing and creating. This book gives teachers a deeper understanding of how to teach with and through the arts to increase literacy learning, and provides needed guidance and support. Demonstrated are ways in which a variety of art activities can be used to meet clear instructional goals.--Dana Reisboard Korin, doctoral candidate, Rutgers, The State University of New JerseyThis practical and meaningful book is among the first of its kind. Written by content experts who collaborated with dedicated teachers, the book articulates innovative activities and integrated instructional units that reflect the National Standards for Arts Education. Throughout, an abundance of comments and anecdotes from teachers demonstrates the impact of teaching through the arts to enhance literacy instruction.--Robin A. Ward, PhD, University of ArizonaThis comprehensive guidebook offers classroom teachers a wealth of practical ideas for language-rich experiences in the arts. In addition, arts specialists will find valuable suggestions for infusing literacy into their lessons. An innovative text, this roadmap for creative differentiation invites all students into literacy learning. For 'hands-on, minds-on' reading and writing, don’t miss Teaching Literacy through the Arts.--Barbara A. Marinak, PhD, Millersville UniversityMcDonald and Fisher have given teachers a practical and effective means of motivating students to improve their literacy skills through artistic expression. This unique text provides resources to help teachers capture students’ attention, build self-esteem, and utilize a multisensory approach to teaching literacy.--Francine Guastello, EdD, St. John's UniversityRich communication, interpretation, and comprehension will come alive as students experience the integrated curriculum found in these pages. Included are practical, hands-on activities that not only will engage students in the universal language of the arts, but also will help them construct and increase their literacy skills at multiple levels.--Ann Ketch, MSE, Literacy Trainer, Des Moines Public Schools - The six example units give any teacher, either new to the field or with experience and looking for new ideas, the information he or she needs to try engaging children in learning through the arts. A well-developed chapter of resources. --PsycCRITIQUES, 4/7/2006Table of Contents1. The Five W's of Integrated Arts2. The Role of Music in Literacy Achievement3. The Role of Visual Art in Literacy Achievement4. The Role of Drama in Literacy Achievement5. The Role of Dance and Movement in Literacy Achievement6. Putting It All TogetherResourcesAppendix A. Stormy Weather: Leading Purposeful Curriculum Integration with and through the ArtsAppendix B. Movin' Along: The Poetry of TransportationAppendix C. Expressive Literacy within Musical Listening: The Moldau, a Symphonic Poem by SmetanaAppendix D. Haiku: Active Learning with and through the ArtsAppendix E. American Panoramas: A Literature-Based Integrated Arts Curriculum UnitAppendix F. Jazz Listening Activities: Children's Literature and Authentic Music Samples

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Book SynopsisIn the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and hotly debated questions. Contributors analyze the existing knowledge on core aspects of literacy education, describe how science is currently informing practice, and identify important methodological challenges and research directions. A highlight of the book is a chapter in which Michael Pressley offers an insightful critique of Reading First as well as practical recommendations for improving future policies.Trade ReviewShaping Literacy Achievement provides readers with a comprehensive discussion of the current state of literacy research, while also articulating directions for future work in the field. Pressley and his colleagues have created an invaluable resource for individuals who are developing or refining their own lines of literacy research. This is a 'must read' for graduate students, teacher educators, and researchers who want to understand and advance the current state of literacy education.--Erica C. Boling, PhD, Graduate School of Education, Rutgers, The State University of New Jersey This thoughtful analysis of past and future directions for literacy research will stir debate within the research community for some time to come. Pressley and his colleagues cover a range of issues, including research on adolescent literacy instruction, legislation and policymaking, and writing. The chapter on lessons learned since the National Reading Panel report alone is worth the price of the book! This book will appeal to educational leaders, policymakers, and literacy researchers. It should be considered for master's- and doctoral-level courses in literacy and educational leadership, and would fit well with a seminar in which the chapters could be discussed and juxtaposed with other viewpoints.--Bruce Taylor, PhD, Department of Reading and Elementary Education, University of North Carolina at Charlotte A 'must read.' Policy issues related to research trends and gaps are highlighted not only in the areas of early literacy and classroom instruction, but also in the areas of home literacy environments, adolescent literacy, writing instruction, and the integration of science and literacy. I would encourage all graduate students interested in literacy to read this book to get the creative research juices flowing!--Alysia D. Roehrig, PhD, Florida State University and the Florida Center for Reading Research From distinguished experts in the field of literacy development, each chapter synthesizes current findings and outlines a research agenda that will help us provide children with optimal learning environments. Because the existing research is described in such clear and descriptive language, this book is perfect for undergraduate and graduate courses in literacy development and instruction. Moreover, its focus on the gaps in existing research makes it a necessary tool for doctoral students and young faculty members. Pressley has done it again, providing the field with another clear, masterly synthesis of literacy research.--Margaret E. Pierce, EdD, School of Education, University of Massachusetts at Amherst - Definitely reader-and teacher-friendly....Pressley takes the reader into real classrooms and offers a fly-on-the-wall perspective of what is happening in both exceptional as well as typical classrooms. It is certainly an eye-opening, and ultimately encouraging, discussion. We strongly encourage you to get the book for yourself and spend some time reading and reflecting upon it. Highly recommended. A rock-solid and impressive work. --Education Oasis, 3/11/2007Table of Contents1. The Literacy Research We Have, Juliet L. Halladay, Alison K. Billman, Yonghan Park, Fei Gao, Kelly E. Reffitt, and Nina Hasty2. Policy Shaping Early Literacy Education and Practice: Potentials for Difference and Change, Kathleen A. Roskos3. Home Literacy Environments: What We Know and What We Need to Know, Patricia A. Edwards4. Reconsidering Adolescent Literacy: From Competing Agendas to Shared Commitment, Mark W. Conley5. Adolescent Literacy: Where We Are, Where We Need to Go, Donald D. Deshler and Michael F. Hock6. Research in Writing Instruction: What We Know and What We Need to Know, Gary A. Troia7. Integrating Literacy and Science: The Research We Have, the Research We Need, Gina N. Cervetti, P. David Pearson, Jacqueline Barber, Elfrieda Hiebert, and Marco Bravo8. Research on Teaching Powerful Composition Strategies We Have and Research We Need, Karen R. Harris and Steve Graham9. The Role of Research in the Literacy Policies We Have and the Policies We Need, Barbara A. Kapinus10. What We Have Learned since the National Reading Panel: Visions of the Next Version of Reading First, Michael Pressley and Lauren Fingeret11. Concluding Reflections, Michael Pressley with Alison K. Billman, Kristen H. Perry, Kelly E. Refitt, and Julia Moorhead Reynolds

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Book SynopsisPreschoolers are passionate about learning, and a high-quality preschool program offers rich learning experiences in the areas of language and literacy. This engaging book gives teachers and other professionals fresh ideas, inspiration, and practical tools for integrating age-appropriate literacy instruction into the preschool curriculum. Including helpful vignettes, sample lesson plans, and reproducibles, the book shows how to create a motivating classroom environment, balance child-initiated exploration with structured activities, and support students' developing skills in reading, writing, speaking, and comprehension. Essential topics include preschool assessment and working with English language learners.Trade Review"This comprehensive book is well organized and easy to read, and contains many practical examples for preschool classrooms. It would be excellent as the focus text in a professional development program for practicing early childhood educators. Morrow has provided a strong resource for anyone wanting to build a supportive literacy environment for young children."--Terri Lowery, Literacy Coordinator and first-grade teacher, Union Elementary School, Warsaw, Ohio "An excellent source for developmentally appropriate activities that can be used to create a supportive, literacy-rich preschool environment. Morrow clearly blends up-to-date research with classroom-tested techniques. In this book, you will find strategies, organizational tips, management techniques, and realistic examples that can easily be adapted to individual classrooms. I will definitely take many of these ideas and use them with my current pre-K class!"--Angela Yeaman, prekindergarten teacher, Connaught School, North Battleford, Saskatchewan, Canada "Morrow’s ability to help readers really see classroom practice is outstanding. The book is comprehensive, covering all topics essential to a literacy- and language-rich preschool classroom. Most importantly, the text is filled with realistic and interesting teaching activities that will help classroom teachers succeed in enhancing their practice with young children."--Billie Enz, PhD, College of Education, Arizona State University "Preschoolers are intentional learners, so their teachers have to be intentional too. This authoritative and engaging guide helps new teachers gain the knowledge and skills needed to foster language and literacy development in the prekindergarten years. The book provides current and useful information on all relevant areas of language and literacy instruction, including the crucial topics of inclusion and English language learners. Thoughtful and balanced, it emphasizes the importance of play as a context for the blossoming of young children's skills in speaking, listening, writing, and reading. This text has much to offer students who are preparing to become effective and responsible teachers of our youngest school citizens."--Jim Johnson, PhD, Department of Curriculum and Instruction, College of Education, The Pennsylvania State University "This book will strengthen your existing early literacy practices by providing ways to expand on classroom activities. You will find valuable teaching strategies to help children with early reading skills such as letter recognition. The suggestions for exposing children to early literacy--using rhymes, play, conversations, participation, interaction, and sight vocabulary--could easily become part of your daily routine. Morrow also provides helpful examples of quality early childhood literature and a variety of enjoyable ways to introduce these books into your classroom."--Jeanine Graham, teacher, Weinstein JCC Preschool, Richmond, Virginia - A recent and excellent addition to the Guilford Press Tools for Teaching Literacy series....Authors for the series have been carefully selected and Morrow is no exception....Her insights and experience are deep; she carries a strong understanding of the kinds of specific information that teachers need and of the research and theory that supports those approaches; and she writes in an extremely readable style. These characteristics are part of what make this book so valuable....Throughout the book, children are constructed as unique individuals, persons with differing interests and at different stages of development....Deserves rave reviews. Three different groups of people will find the book to be immensely helpful: pre-service teachers; newly qualified teachers; and experienced classroom teachers who are re-assigned for their first early years teaching. If the quality of this text reflects that of the whole series, head teachers and principals would be well advised to purchase the series for their in-school professional libraries. --Educational Review, 6/4/2007Table of Contents1. A Literacy-Rich Preschool Classroom2. Research about Preschool That Informs Good Practice3. Organizing and Managing a Literacy-Rich Preschool Environment4. Organizing and Managing Instruction in Preschool5. Oral Language Development in Preschool6. Knowledge about Print7. Comprehending and Enjoying Children's Literature8. Writing in the Preschool Classroom*Afterword*Appendices: A. Glossary, Lisa Fazzi. B. Integrated Language Arts Thematic Unit, Harriet Worobey. C. Children's Literature, Lisa Fazzi and Paula Aguroso. D. Magazines for Preschoolers, Paula Batsiyan.E. Professional Associations, Related Publications, and Websites Dealing with Early Literacy, Kelli Dunston.

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Book SynopsisAccessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention, identifying models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists. Chapters cover a range of approaches for targeting core areas of literacy--word recognition, reading comprehension, writing, and spelling--with particular attention to working with students with language learning difficulties.Trade Review'The linkages between language and literacy development are critical and have often been overlooked in educational practice. After reading this articulate and insightful book, I was struck by how limited our joint efforts have been and what potential exists for real collaboration among professionals working with struggling students.' - Donna Ogle, EdD, Department of Reading and Language, National-Louis University, USA'Chapters offer a good mix of pedagogical perspectives, covering everything from the metalinguistic content knowledge necessary for teaching the English language arts to the role of dialogue in fostering student learning. Teacher preparation programs in literacy education and special education are certain to benefit from the accumulated wealth of knowledge contained between the covers of this remarkable book.' - Donna E. Alvermann, PhD, Editor, Reading Research Quarterly'This 'must-read' volume is both practical and scholarly, giving readers a higher-level understanding of the pressing language and literacy issues of our time.' - Nickola Wolf Nelson, PhD, CCC-SLP, Department of Speech Pathology and Audiology, Western Michigan University, USA'How can I do credit to a book that has rarely left my side since it arrived on my desk a couple of months ago? My thinking has been extended by some of the chapters, I have quoted from it to parents, teachers and speech pathology students, I have written handouts for parents and teachers based on some of the sections and I have implemented ideas in my own clinical practice. It has provided a rich source of practical, yet evidence-based approaches for me to 'mine'!' - ACQuiring Knowledge in Speech, Language and Hearing (ACQ) (Suze Leitao, 2006) Table of ContentsI. Challenges and Choices in the New Educational Landscape1. Collaboration for Language and Literacy Learning: Three Challenges, Silliman and Wilkinson2. Collaborative Models of Instruction and Intervention: Choices, Decisions, and Implementation, Wallach and EhrenII. Word Recognition and Reading Comprehension: Perspectives on Instructional and Intervention Practices3. Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective, Gillam and Gorman4. Building Word Recognition Skills through Empirically Validated Instructional Practices: Collaborative Efforts of Speech–Language Pathologists and Teachers, Troia5. Reading Comprehension Instruction for All Students, Whitaker, Gambrell, and Morrow6. Toward More Ambitious Comprehension Instruction, Pressley and Hilden7. Integration of Language and Discourse Components with Reading Comprehension: It’s All About Relationships, Donahue and FosterIII. Writing and Spelling: Perspectives on Instructional and Intervention Practices8. The Role of Dialogue in Constructing Effective Literacy Settings for Students with Language and Learning Disabilities, Englert and Dunsmore9. EmPOWER: A Strategy for Teaching Students with Language Learning Disabilities How to Write Expository Text, Singer and Bashir10. Instructional Approaches to Spelling: The Window on Students' Word Knowledge in Reading and Writing, Templeton11. Integration of Language Components in Spelling Instruction: Instruction That Maximizes Students' Learning, Apel, Masterson, and HartIV. Integrating Education and Clinical Practices12. Putting Humpty Dumpty Together Again: What’s Right with Betsy, Silliman, Wilkinson, and Danzak

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Book SynopsisHigh-quality preschool programs are essential to improving children’s outcomes in reading achievement and leveling language and literacy disparities among students from diverse backgrounds. Grounded in state-of-the-art research evidence, this practice-oriented book demonstrates how preschool professionals can create, evaluate, and sustain exemplary programs. Chapters from leading authorities cover coaching, assessment, and differentiation, as well as explicit strategies for teaching English language learners and helping at-risk readers. Discussion questions and suggested activities for professional development are included, as are reproducible assessment forms and planning tools for use in the classroom. Trade Review"Justice and Vukelich have assembled an outstanding group of educators to produce a book that is both scholarly and practical. This is an excellent resource for early childhood preservice teachers and for ongoing professional development."--Dorothy S. Strickland, PhD, Samuel DeWitt Proctor Professor Emerita, Graduate School of Education, Rutgers, The State University of New Jersey"This 'one-stop shop' for excellence in preschool settings is a 'must read' for early childhood professionals across the nation. Teachers, principals, child care providers and directors, and higher education faculty will benefit from the remarkable collection of language and literacy information presented in these pages. From designing high-quality programs to optimizing early learning environments, from assessments to coaching, this book has it all. It is informative, objective, interesting, insightful, and filled with practical applications. Each author is an expert in the field, which greatly contributes to the book's significance. The editors have done an outstanding job compiling the best of the best. If you are interested in creating a classroom of excellence in language and literacy, it is essential that this book becomes part of your classroom and personal library."--Susan J. Kimmel, PhD, Interim Director, Center for Early Childhood Professional Development, University of Oklahoma"With the proliferation of publicly supported preschools, it is essential that educators and policymakers are informed by the most current and appropriate research on language and early literacy instruction. This book addresses the wide variety of issues that preschool teachers and administrators face every day. The contributors share their expertise on these issues from several perspectives that are grounded in scientifically based reading research. This text is relevant and important for graduate students in early childhood education and literacy, as well as for educational leadership candidates who may one day be making decisions on appropriate curricula, assessments, and teaching practices to best serve our youngest learners."--Deborah Gee Woo, EdD, Department of Literacy Education, New Jersey City University"This book presents important information that will allow early childhood teachers, literacy coaches, administrators, and project coordinators either to develop or rethink and revise their language and early literacy programs. Particularly helpful are the multiple research-based perspectives that provide practical knowledge related to developing effective programs. Creating high-quality language and literacy learning environments and supporting early childhood teachers is critical. This timely book is a useful resource for anyone interested in developing and sustaining effective language and literacy environments for preschoolers."--Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas-Table of ContentsForeword, William H. TealeI. Background1. Evidence for Creating, Expanding, Designing, and Improving High-Quality Preschool Programs, Andrew J. Mashburn2. The Scientifically Based Reading Research Approach to Early Literacy Instruction, James F. Christie3. Establishing a Science of Professional Development for Early Education Programs: The Knowledge Application Information Systems Theory of Professional Development, Sharon Landesman Ramey and Craig T. RameyII. Professional Development and Teacher Support4. Models for Coaching: Making Them Work for Preschools, Sharon Walpole and Carla K. Meyer5. Mentoring Preschool Teachers, Shelley Gray6. Formative Assessment of Classrooms: Using Classroom Observations to Improve Implementation Quality, Bridget K. Hamre, Jennifer LoCasale-Crouch, and Robert C. Pianta7. Are Early Childhood Classrooms Preparing Children to Be School Ready?: The CIRCLE Teacher Behavior Rating Scale, Mike A. Assel, Susan H. Landry, and Paul R. Swank8. It's in the Details: Approaches to Describing and Improving Preschool Classrooms, David K. Dickinson, Betsy G. Watson, and Dale C. Farran III. Optimizing Early Learning Environments 9. Characteristics of Classroom Environments Associated with Accelerated Literacy Development, Renée Casbergue, Lea M. McGee, and April Bedford10. Increasing Children’s Learning by Getting to the Bottom of Their Confusion, Judith A. Schickedanz11. Strategic and Intentional Shared Storybook Reading, Sonia Q. Cabell, Laura M. Justice, and Carol Vukelich12. Differentiating Instruction in the Preschool Classroom: Bridging Emergent Literacy Instruction and Developmentally Appropriate Practice, Terri Purcell and Catherine A. Rosemary13. Language and Literacy Practices for English Language Learners in the Preschool Setting, M. Adelaida Restrepo and Virginia DubasikIV. Making Data-Based Decisions14. Quality Counts: Design and Use of an Early Literacy Program Review Tool, Kathleen A. Roskos and Carol Vukelich15. Indicators and Goals of High-Quality Program Evaluation for the Preschool Classroom, Khara L. Pence16. How to Evaluate a Screening Process: The Vocabulary of Screening and What Educators Need to Know, Christopher Schatschneider, Yaacov Petscher, and Kellee M. Williams17. Curriculum-Based Measurement of Preschoolers’ Early Literacy Skills, Tanis Bryan, Cevriye Ergul, and Karen Burstein

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Book SynopsisThis practical resource and widely used text presents a wealth of research-based approaches to comprehension instruction. The authors offer specific classroom practices that help K-9 students compare and evaluate print and online sources, develop vocabulary, build study and test-taking skills, and become motivated readers. Trade Review"This book is essential reading for those who are new to teaching or who want to enhance their comprehension instruction. The user-friendly format allows teachers to read the book from cover to cover or to sample individual chapters based on interests or needs. From strategies for reading fiction and nonfiction to ideas for engaging in research and other learning tasks, Blachowicz and Ogle’s informative work is packed with useful explanations, techniques, and tips for helping students become better comprehenders. Based on extensive work with teachers and students in schools, this practical book deserves a special place on any literacy educator’s bookshelf."--Rachel Brown, PhD, Reading and Language Arts Center, Syracuse University"This artfully constructed book allows any teacher, novice or experienced, to walk away with an increased knowledge base on reading comprehension. The authors have succeeded in conveying this complex topic in a comprehensive yet easy-to-read and practical format. The volume provides real-life scenarios that can help teachers actively, constructively, and purposefully scaffold comprehension instruction to promote skillful, strategic, self-monitored, and critical reading. This second edition will be a welcome addition to any reading educator's library."--Carrice Cummins, PhD, Department of Curriculum, Instruction, and Leadership, Louisiana Tech University"This is a practical, readable, research-based volume. As a result of their extensive work in classrooms, Blachowicz and Ogle show us how to create contexts that support each student's journey toward independence. The second edition brings the book up to date by integrating the latest research on vocabulary development and informational literacy, including reading on the Internet and strategies for effective instruction. Whether you are a new teacher planning instruction for the first time or an experienced veteran seeking refinements to your reading curriculum, you will find this text a rich source of teaching ideas."--Nancy Padak, EdD, Department of Teaching, Leadership, and Curriculum Studies, Kent State University"Blachowicz and Ogle once again demonstrate their preeminence in the field as they address the most complicated and important challenge faced by literacy students and teachers. They provide a uniquely contextualized and research-based view of reading comprehension as students’ print-based learning from fiction and informational texts. They go on to guide teachers’ planning, assessment, and instruction to promote independence. The detailed, accessible nature of this book will make it a treasured reference for all teachers concerned about their students’ academic success. The book would also be an excellent text in a reading methods course for preservice teachers."--David J. Chard, PhD, Leon Simmons Dean, Simmons School of Education and Human Development, Southern Methodist University-Table of Contents1. Learning about Comprehension from Good Readers2. A Closer Look at Comprehension: Context, Processes, Strategies, and Instruction3. Creating an Effective Classroom for Comprehension Instruction4. Finding a Starting Point: Ways to Assess Comprehension5. Strategies for Reading for Information6. Strategies for Reading Fiction7. Strategies for Vocabulary Development8. Strategies for Engaging in Research9. Strategies for Performing Tasks, Studying, and Taking Tests10. Strategies That Encourage Lifelong Reading

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Book SynopsisThe first comprehensive research handbook of its kind, this volume showcases innovative approaches to understanding adolescent literacy learning in a variety of settings. Distinguished contributors examine how well adolescents are served by current instructional practices and highlight ways to translate research findings more effectively into sound teaching and policymaking. The book emphasizes social and cultural factors in adolescents' approach to communication and response to instruction, and sections address literacy both in and out of schools, including literacy expectations in the contemporary workplace. Detailed attention is given to issues of diversity and individual differences among learners.Winner--Literacy Research Association's Edward B. Fry Book AwardTrade ReviewThis handbook contributes significantly to the understudied--and misunderstood--domain of adolescent literacy. By attending to adolescents and their literacy practices within a variety of contexts, the editors and authors resist conventional assumptions about adolescents, literacy, and proficiency or struggle. I look forward to using this volume in my own research and in my work with graduate students and inservice and preservice teachers.--Elizabeth Birr Moje, PhD, Arthur F. Thurnau Professor of Education, University of Michigan At the very moment when policymakers are declaring a 'crisis' in adolescent literacy, this handbook offers a countervailing portrait of adolescents as deeply engaged in the literacies of their local and global worlds. This state-of-the-art collection turns adolescent literacy on its head, arguing that educators can learn a great deal from the new and hybrid literacies youth produce in their on/offline interactions. Schools have much catch-up work to do, and educators and policymakers will find themselves frequently returning to this volume as they begin to redesign policies, research, and curricula that take account of adolescents’ complex lives and literacies.--Marjorie Siegel, EdD, Teachers College, Columbia UniversityThe study of adolescent literacies is undergoing a considerable transition, and we need the kind of self-reflexive examination that this handbook provides. The editors and contributors have boldly produced a provocative work that challenges received wisdom and current policy even as it catalogues important developments in the field. In a time of literacy 'crisis' discourse, when adolescents are tested and regulated more than ever before, the Handbook responds with richly contextualized images of youth acting purposefully and creatively with literacy, both in and out of school. The volume's images of diverse adolescents and their literacies, along with careful examinations of theory, policy, and pedagogy, position the Handbook as a significant resource for graduate education in literacy studies.--Kevin M. Leander, PhD, Department of Teaching and Learning, Vanderbilt UniversityMy doctoral seminar on adolescent literacy benefited greatly from the remarkable range of this volume. The chapters are comprehensive and insightful, and they suggest promising directions for research in the years ahead. Because this volume is the first all-inclusive review of the research on adolescent literacy, it is a breakthrough work. It is sure to be the 'thinking center' of the adolescent literacy research community for some time to come.--Douglas K. Hartman, PhD, College of Education, Michigan State University- Teachers might find it hard to imagine that reading a research handbook could possibly equate to feeling, and breathing-in, a blast of fresh air....But such a feeling awaits you—it really awaits you—if you care to pick up and read the Handbook of Adolescent Literacy Research....Truthfully, I don't remember reading and enjoying this type of text in my lifetime as an educator—not as a teacher, researcher, educational writer, college professor, or visiting scholar. The Handbook is carefully divided into four parts, not by our traditional reading, writing, listening, and speaking demarcations, but rather by the contexts in which literacy develops: in school, out of school, and in the multiple words of individual identities....The Handbook will help you and your peers clear the air of the Superman mentality we're living in by enriching your knowledge base and inspiring your own passions. You will deservedly feel the breeze from this Handbook window, while gaining new insights that will affect you on Monday morning...and for years to come. --Cateweb.org, 07/04/2010ƒƒ Literacy Studies has been in need of a handbook on current topics in the field, and this one rewards with a thoughtful and troubling survey of pertinent issues. --Teachers College Record, 07/04/2010Table of ContentsI. Overview 1. Introduction, Leila Christenbury, Randy Bomer, and Peter Smagorinsky 2. Sociocultural Constructions of Adolescence and Young People’s Literacies, Donna E. Alvermann 3. Who Are Adolescents Today?: Youth Voices and What They Tell Us, Sam M. Intrator and Robert KunzmanII. Literacy in School 4. Contexts for Adolescent Literacy, Judith A. Langer 5. Adolescents Who Struggle with Literacy, Larry R. Johannessen and Thomas M. McCann 6. Proficient Reading in School: Traditional Paradigms and New Textual Landscapes, David O’Brien, Roger Stewart, and Richard Beach 7. Fostering Adolescents' Engaged Academic Literacy, Ruth Schoenbach and Cynthia Greenleaf 8. Divided against Ourselves: Standards, Assessments, and Adolescent Literacy, James Marshall 9. Adolescent Second-Language Writing, Linda Harklau and Rachel Pinnow 10. Research on the Literacies of AAVE-Speaking Adolescents, Jamal Cooks and Arnetha F. Ball 11. Digital Literacies in the Classroom, Joan A. Rhodes and Valerie J. Robnolt 12. The Secondary English Curriculum and Adolescent Literacy, Robert Burroughs and Peter Smagorinsky 13. Visual Arts and Literacy, Michelle Zoss 14. Policy and Adolescent Literacy, Allan Luke and Annette Woods 15. Tracking and Ability Grouping, Jo Worthy, Holly Hungerford-Kresser, and Angela HamptonIII. Literacy Out of School 16. Preparing Adolescents for the Literacy Demands of the 21st-Century Workplace, Anne Beaufort 17. The Literacy Demands of Entering the University, Kathleen Blake Yancey 18. Literacy in Virtual Worlds, Rebecca W. Black and Constance Steinkuehler 19. Reading and Writing Video: Media Literacy and Adolescents, David L. BruceIV. Literacy and Culture 20. Literacy and Identity: Implications for Research and Practice, Cynthia Lewis and Antillana del Valle 21. Latina/o Youth Literacies: Hidden Funds of Knowledge, Carmen M. Martínez-Roldán and María E. Fránquiz 22. Beyond Hip-Hop: A Cultural Context View of Literacy, Yolanda J. Majors, Jung Kim, and Sana Ansari 23. Boys and Literacy: Complexity and Multiplicity, Michael W. Smith and Jeffrey D. Wilhelm 24. Lessons on Literacy Learning and Teaching: Listening to Adolescent Girls, Barbara J. Guzzetti 25. Literacy Issues and GLBTQ Youth: Queer Interventions in English Education, WayneMartino 26. The Literacies of New Immigrant Youth, Danling Fu and Jennifer M. Graff 27. American Indian Adolescent Literacy, Mary Jiron Belgarde, Richard K. LoRé, and Richard Meyer

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Book SynopsisUntil now, no single volume has comprehensively examined the crucial question of how to select the most appropriate reading material for beginning or struggling readers. From leading authorities, this book meets an important need by reviewing the best available research on the role of specific text features—including linguistic and conceptual content—in supporting the development of proficient reading. Also explored are ways that teacher scaffolding can help students who have difficulties with particular aspects or types of texts. The book considers approaches to adapting the design and selection of texts to reinforce reading skills and provide well-paced challenges for K–6 students at a variety of ability levels. Trade Review"Finding the Right Texts marks a watershed in early reading instruction. Over the past few years, our collective scholarship has restored text to its rightful--and central--role as a major factor in explaining both success and failure in learning to read, particularly for those students who depend on schools to learn to read. Read this wonderful volume, and you'll never look at a text the same way again."--P. David Pearson, PhD, Graduate School of Education, University of California, Berkeley"Wow! This is truly a masterful collection from a 'dream team' of researchers. Instructors can use this book to teach preservice teachers and graduate students how to evaluate core reading programs. Curriculum directors, administrators, and classroom teachers will find guidelines for selecting well-designed programs that will bring about results for all students. The essential guidelines in these pages could also help publishers develop better texts for beginning or struggling readers."--Lynette Block, MEd, Nebraska Reading First Director, Nebraska Department of Education"Anyone who works with teachers to improve reading instruction will be hungry for this book. The very well-respected editors and contributors give us research-based answers to the question of why texts are often so hard for students to read. They provide well-articulated remedies that will benefit all students, especially English language learners and at-risk readers. This book is substantive, engaging, and a delight to read and ponder. It gives professional development providers, coaches, reading specialists, and teacher educators important knowledge for helping teachers plan the best instruction they can with the materials available to them."--Kathy Harris, instructional coach, Piner–Olivet Union School District, Santa Rosa, California"This book could become a classic. It provides clear information on what makes texts difficult for students and what teachers can do about it."--Richard L. Allington, PhD, Department of Theory and Practice in Teacher Education, University of Tennessee-Table of Contents1. The (Mis)Match between Texts and Students Who Depend on Schools to Become Literate, Elfrieda H. HiebertI. Frameworks for Creating and Selecting Instructional Texts2. Decodable Text: Why, When, and How?, Marilyn Jager Adams3. Repetition of Words: The Forgotten Variable in Texts for Beginning and Struggling Readers, Elfrieda H. Hiebert and Leigh Ann Martin4. The Challenges of Developing Leveled Texts in and for Developing Countries: The Ithuba Writing Project in South Africa, Misty Sailors, James V. Hoffman, and Mark W.F. CondonII. Addressing the Content of Texts for Beginning and Struggling Readers: The Role of Informational Texts5. Text in Hands-On Science, Gina N. Cervetti and Jacqueline Barber6. Informational Text Difficulty for Beginning Readers, Nell K. Duke and Alison K. Billman7. Text Modification: Enhancing English Language Learners' Reading Comprehension, Young-Suk Kim and Catherine E. SnowIII. Instructional Strategies for Adapting Texts for Beginning and Struggling Readers8. Text–Reader Matching: Meeting the Needs of Struggling Readers, Heidi Anne E. Mesmer and Staci Cumming9. Placing and Pacing Beginning Readers in Texts: The Match between Texts and Children's Knowledge of Words, Kathleen J. Brown10. When the Right Texts Are Difficult for Struggling Readers, Alison K. Billman, Katherine Hilden, and Juliet L. Halladay11. Teaching Adolescents Who Struggle with Text: Research and Practice, Mary E. CurtisIV. Pulling It Together12. Teachers Using Texts: Where We Are and What We Need, Anne McGill-Franzen

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Book SynopsisThis unique book focuses on how to provide effective instruction to K-12 students who find writing challenging, including English language learners and those with learning disabilities or language impairments. Prominent experts illuminate the nature of writing difficulties and offer practical suggestions for building students' skills at the word, sentence, and text levels. Topics include writing workshop instruction; strategies to support the writing process, motivation, and self-regulation; composing in the content areas; classroom technologies; spelling instruction for diverse learners; and assessment approaches. Every chapter is grounded in research and geared to the real-world needs of inservice and preservice teachers in general and special education settings.Trade ReviewThis is the first book to focus on writing instruction and assessment for students with learning challenges. It is a timely and valuable resource for teachers and researchers. I look forward to using this book as a text in my undergraduate courses and graduate seminars in literacy instruction for students with special needs.--Linda H. Mason, PhD, Department of Educational and School Psychology and Special Education, Pennsylvania State UniversityAn especially practical resource, the book combines accessible summaries of research evidence on a variety of topics in writing with how-to ideas that can be implemented right away by a motivated clinician or teacher. Without giving short shrift to research, the contributors devote ample attention to the instructional needs of struggling writers and those who work with them.--Kenn Apel, PhD, CCC-SLP, Department of Communication Disorders, Florida State University This unique book combines advice on writing instruction and assessment for students with varying learning profiles--those with learning disabilities and language impairments as well as multilingual learners. Chapters present new theories and conceptual frameworks, and recent research. This is an appropriate text for advanced education courses. College and university instructors will have a wide array of chapters to choose from for their teaching.--Susan De La Paz, PhD, Department of Special Education, University of Maryland - A valuable text....The greatest strength of this book is its research base. Extensive reviews of the research in the areas that are addressed are presented along with lengthy lists of references at the end of each chapter. --NASP Communiqué, 4/29/2010ƒƒ Provides a very welcome addition to what is a rather sparse landscape of quality publications on what has often been described as the 'most neglected of the three R's'....Brings together the collected wisdom of an admirable array of writers and researchers from the USA to address various aspects of writing instruction and assessment. Troia's own credentials make him uniquely qualified to edit this valuable reference. --REACH Journal of Special Needs Education in Ireland, 10/24/2010Table of ContentsIntroduction, Gary A. TroiaI. Theoretical Grounding: The Nature of Writing Problems in Struggling Writers 1. Multiple Processes That Matter in Writing Instruction and Assessment, Virginia W. Berninger, Noelia P. Garcia, and Robert D. Abbott 2. Self-Efficacy and Procrastination in the Writing of Students with Learning Disabilities, Robert M. Klassen and Christine WeltonII. Contemporary Classroom Writing Instruction and Struggling Writers 3. The Effects of Writing Workshop Instruction on the Performance and Motivation of Good and Poor Writers, Gary A. Troia, Shin-ju C. Lin, Brandon W. Monroe, and Steven Cohen 4. Connecting Reading and Writing Instruction for Struggling Learners, Timothy Shanahan 5. Informational Writing across the Curriculum, Carol Sue Englert, Cynthia M. Okolo, and Troy V. MariageIII. Teaching Composing to Struggling Writers 6. Teaching Composing to Students with Learning Disabilities: Scientifically Supported Recommendations, Steve Graham, Natalie G. Olinghouse, and Karen R. Harris 7. Written Composition Instruction and Intervention for Students with Language Impairment, Nickola W. Nelson, Froma P. Roth, and Adelia M. Van Meter 8. Teaching Written Expression to Culturally and Linguistically Diverse Learners, Anne W. Graves and Robert Rueda 9. Using Technology to Teach Composing to Struggling Writers, Charles A. MacArthurIV. Teaching Spelling to Struggling Writers 10. Teaching Spelling to Students with Language and Learning Disabilities, Louisa C. Moats 11. Spelling and English Language Learning, Pauline B. Low and Linda S. SiegelV. Assessment of Writing by Struggling Writers 12. Classroom Portfolio Assessment for Writing, Maryl Gearhart 13. Assessment of Student Writing with Curriculum-Based Measurement, Betty J. Benson and Heather M. Campbell 14. Language-Based Assessment of Written Expression, Cheryl M. Scott

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Book SynopsisTeach social-emotional competence - the foundation of school and social success - with the NEW editions of the Strong Teens™ - Grades 9 - 12 curriculum! Strong Teens is the fun and easy way to help your students develop the social-emotional skills they need to manage their challenges and succeed in school and life. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is Low cost and low tech Proven to help increase students' knowledge of social and emotional concepts and decrease their emotional and behavioral problems Easy to implement with no mental health training required Brief enough to use with any program Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so teachers have everything they need to implement the program with little added cost or preparation.

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Book SynopsisWhat cognitive processes and skills do children draw on to make meaning from text? How are these capacities consolidated over the course of development? What puts some learners at risk for comprehension difficulties? This authoritative volume presents state-of-the-science research on the behavioral and biological components of successful reading comprehension. Uniquely integrative, the book covers everything from decoding, fluency, and vocabulary knowledge to embodiment theory, eye movements, gene–environment interactions, and neurobiology. The contributors are prominent investigators who describe their methods and findings in depth and identify important implications for the classroom.Trade ReviewBy applying a multidisciplinary framework, this volume captures the true complexity of reading comprehension. When read separately, the chapters serve as a masterful review of the current research concerning comprehension and the many factors that influence it. Read as a whole, the volume points to future intersections for multidisciplinary studies that will do much to advance the field.--Katherine R. Hilden, PhD, School of Teacher Education and Leadership, Radford University This volume represents a significant accomplishment in advancing our understanding of reading comprehension. By integrating examinations of the origins of comprehension from multiple disciplines, Wagner et al. enhance each discipline's contribution. Each chapter helps to bring the topic into sharper focus, and the editors illustrate numerous ways that behavioral and biological perspectives can interface effectively. This book is an exceptional text for graduate courses in reading and will serve as an outstanding resource for researchers.--Holly B. Lane, PhD, Department of Special Education, University of Florida -Table of ContentsI. Cognitive Approaches1. Language and Body, Michael P. Kaschak, John L. Jones, Jacqueline M. Coyle, and Andrea Sell2. Eye Movements and Moment-to-Moment Comprehension Processes in Reading, Keith Rayner and Timothy J. Slattery3. The Influence of In-Text Instruction on Declarative Knowledge and Vocabulary Learning in Struggling Readers: How IQ Confounds the Story, Donald L. Compton, Amy M. Elleman, Natalie G. Olinghouse, Jane Lawrence, Emily Bigelow, Jennifer K. Gilbert, and G. Nicole DavisII. Developmental Approaches4. How Children Read for Comprehension: Eye Movements in Developing Readers, Ralph Radach, Christiane Schmitten, Lisa Glover, and Lynn Huestegge5. Reading between the Lines: Developmental and Individual Differences in Cognitive Processes in Reading Comprehension, Paul van den Broek, Mary Jane White, Panayiota Kendeou, and Sarah Carlson6. The Roles of Fluent Decoding and Vocabulary in the Development of Reading Comprehension, Kanu Priya and Richard K. WagnerIII. Individual-Differences Approaches7. Reading Comprehension Development from 8 to 14 Years: The Contribution of Component Skills and Processes, Kate Cain and Jane Oakhill8. Reading Comprehension and Vocabulary: What’s the Connection?, Kate Nation9. Examining the Decision Reliability and Validity of Three Reading Fluency Measures for Predicting Outcomes on Statewide Reading Accountability Tests, Jose M. Castillo, Joseph K. Torgesen, Kelly A. Powell-Smith, and Stephanie Al-OtaibaIV. Biological-Based Approaches10. Assessment and Etiology of Individual Differences in Reading Comprehension, Janice M. Keenan, Richard K. Olson, and Rebecca S. Betjemann11. Genes, Environments, and the Development of Early Reading Skills, Stephen A. Petrill12. Examining Sources of Poor Comprehension in Older Poor Readers: Preliminary Findings, Issues, and Challenges, Sarah H. Eason and Laurie E. CuttingV. Epilogue13. Promising Interfaces, Richard K. Wagner, Christopher Schatschneider, and Caroline Phythian-Sence

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Book SynopsisShowcasing exemplary research programs, this book explores how the latest theories and findings on cognitive development can be used to improve classroom instruction. The focus is on how children acquire knowledge about the processes involved in learning—such as remembering, thinking, and problem solving—as well as strategies for mastering new information. The contributors are leading experts who illustrate ways teachers can support the development of metacognition and goal-directed strategy use throughout the school years and in different academic domains. Teacher behaviors and instructional methods that promote these abilities are identified, and innovative assessment approaches and research designs are described.Trade Review"The editors have done a marvelous job bringing together acclaimed psychology and education researchers who share common interests but who often travel in separate circles. Collectively, the chapters illustrate how metacognition and strategy use contribute to skilled memory and to performance in math, science, reading, and writing. Experts in the field will enjoy the syntheses of recent work; novices will especially appreciate how the authors situate current ideas in their historical context. The excellent reviews of what has come before make this volume a suitable text for graduate seminars."--Linda Baker, PhD, Chair, Department of Psychology, University of Maryland, Baltimore County"Integrating basic research on cognitive development into real educational environments, this timely volume examines the complex interactions among strategy use, metacognitive development, individual differences, and instructional contexts. Advanced students and researchers will find in this volume a foundation for multidisciplinary research that could have a powerful impact on educational practices for many years to come."--Kelly B. Cartwright, PhD, Professor of Psychology, Neuroscience, and Teacher Preparation, Christopher Newport University"This volume provides rich historical and conceptual perspectives on the relevance of metacognition across the K-12 curriculum; it is a superb resource for educators who want to create instructional practices based on sound psychological theories and evidence. The distinguished authors focus on specific uses of metacognition to support cognitive development, self-regulated learning, and academic success."--Scott G. Paris, PhD, Head, Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore"Waters and Schneider have assembled a prolific group of researchers to speak directly to classroom practice. Dedicated to the late Michael Pressley, known for his work on cognitive strategies that readers employ to support their own reading, this volume points to the coming of age of the study of metacognition. The book explains central metacognitive concepts and strategies, teases out the relationships among them, and examines how they have been operationalized in empirical work. What began as an interesting idea 40 years ago has now led to a vast body of research. Scholars, students, and teachers will find stimulating theories and findings as well as clear applications to teaching and learning."--Diane E. Beals, EdD, School of Education, University of Tulsa"Waters and Schneider have produced a thorough volume that presents a unique balance of theory, research, and practical instructional suggestions. This book is a valuable contribution for every educator focused on moving beyond isolated strategy instruction. It offers ways to help the learner and the teacher become more purposeful and successful, based on the latest research. I recommend this text for researchers, practitioners, and graduate students in educational psychology and education. The book's coverage of metacognition and strategy use across multiple academic domains is a special strength."--Dixie D. Massey, PhD, Department of Curriculum and Instruction, University of Washington- This collection would be a valuable text in a graduate course focusing on educational psychology as well as research design....Recommended. Graduate, research, and professional collections. --Choice, 5/3/2010Table of ContentsForeword, John G. Borkowski I: Skilled Memory1. Metacognition and Strategy Discovery in Early Childhood, Harriet Salatas Waters and Thomas W. Kunnmann2. Teachers’ “Mnemonic Style” and the Development of Skilled Memory, Peter A. Ornstein, Jennie K. Grammer, and Jennifer L. Coffman 3. Metacognition and Memory Development in Childhood and Adolescence, Wolfgang Schneider II: Math And Science4. Self-Explanations Promote Children’s Learning, Robert S. Siegler and Xiaodong Lin 5. Bird Experts: A Study of Child and Adult Knowledge Utilization, Harriet Salatas Waters and Theodore E. A. Waters 6. The Dual Components of Developing Strategy Use: Production and Inhibition, Deanna Kuhn and Maria Pease 7. Fostering Scientific Reasoning with Multimedia Instruction, Richard E. Mayer 8 The Importance of Metacognition for Conceptual Change and Strategy Use in Mathematics, Martha Carr III: Reading, Writing, and Academic Performance9. Determining and Describing Reading Strategies: Internet and Traditional Forms of Reading, Peter Afflerbach and Byeong-Young Cho10. Metacognition and Strategies Instruction in Writing, Karen R. Harris, Tanya Santangelo, and Steve Graham11. Metacognition, Intelligence, and Academic Performance, Cesare CornoldiIV: Conclusion12. Common Themes and Future Challenges, Harriet Salatas Waters and Wolfgang Schneider

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Book SynopsisSuccessful students use comprehension skills and strategies throughout the school day. In this timely book, leading scholars present innovative ways to support reading comprehension across content areas and the full K–12 grade range. Chapters provide specific, practical guidance for selecting rewarding texts and promoting engagement and understanding in social studies, math, and science, as well as language arts and English classrooms. Cutting-edge theoretical perspectives and research findings are clearly explained. Special attention is given to integrating out-of-school literacies into instruction and developing comprehension in English language learners.Trade Review"A comprehensive look at comprehension! Ganske and Fisher cover all the bases in this coherent work. From basic research findings to multimodal literacies, from mashups to remix, the contributors offer timely, lively, and forward-looking ways that teachers can support kids' strengths and meet their needs. This is the just-right, big-picture text for college comprehension courses and for school-based staff development that gets everyone on the same page."--Harvey Daniels, PhD, Department of Language, Literacy, and Sociocultural Studies, University of New Mexico"This wonderful book will provide insight for educators as we look at all K-12 learners to determine how, when, and what to teach in order to promote comprehension. The contributors remind us that comprehension is not only a developed understanding of what is read, but also is part of how students engage with text at each learning stage and in every content area. The book will help teachers and staff developers think about comprehension development on a continuum while maintaining high expectations for every student."--Susan Dalton, MA, Curriculum Coordinator, Littleton (Colorado) Public Schools"This book lives up to its title. Inservice teachers will find food for thought and classroom-ready strategies for enhancing students’ understanding of text, whether it be print or digital, fiction or nonfiction, and whether their students are native English speakers or English language learners. Preservice teachers will gain insight into what comprehension instruction might look like from a range of perspectives, including cognitive strategy instruction, promoting talk about text, building background knowledge, dealing with text structure, and fostering motivation and engagement. There is something here for everyone."--Ian A. G. Wilkinson, PhD, School of Teaching and Learning, The Ohio State University "This book includes a broad range of resources: research, advice, and specific activities. The chapters are of uniformly high quality. The book offers something for a wide variety of audiences, including teacher educators, researchers, and teachers. I jumped for joy at the chapters on libraries and trade books--I would urge administrators to look at this material as a complement to the focus on scripted basals and pacing charts."--Robert Calfee, PhD, Graduate School of Education, Stanford University "Ganske and Fisher are to be commended for presenting such compelling research and recommendations related to comprehension strategy instruction. This book should be in the hands of any preserviceor practicing teacher who is working to enhance students' abilities to read all genres strategically and with deeper understanding."--Michelle L. Huntress, MA, reading strategist, Storm Lake (Iowa) Community Schools -Table of ContentsIntroduction, Kathy Ganske and Douglas FisherI. Theoretical Perspectives1. To Understand: The Small Changes That Make a Big Difference, Ellin Keene2. Comprehension in the Elementary Grades: The Research Base, Kathryn L. Roberts and Nell K. Duke3. Comprehending in the Subject Areas: The Challenges of Comprehension, Grades 7–12, and What to Do about Them, Elizabeth Birr MojeII. Classroom and School Applications4. Comprehension in the Primary Grades, Diane Barone5. Active Thinking and Engagement: Comprehension in the Intermediate Grades, Kathy Ganske6. Promoting Comprehension in Middle School and High School: Tapping into Out-of-School Literacies of Our Adolescents, Xiufang Chen and Valarie G. Lee7. Thinking and Comprehending in the Mathematics Classroom, Douglas Fisher, Nancy Frey, and Heather Anderson8. Comprehension in Social Studies, Donna Ogle 9. Comprehension Connections to Science, Maria Grant10. Comprehension Instruction: Using Remix as a Tool for Meaning Making, Diane Lapp and Jesse Gainer11. Developing Comprehension in English Language Learners: Research and Promising Practices, Diane August and Jennifer Letcher Gray12. Selecting and Using Nonfiction in Grades K–12 Social Studies and Science, Donna L. KnoellIII. Historical Perspectives13. The Roots of Reading Comprehension Instruction, P. David Pearson

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Book SynopsisGrounded in research and practical expertise, this volume helps K–6 teachers skillfully support all of their English language learners (ELLs)—from a single student to an entire classroom. Ideas for teaching ELLs across different grade and proficiency levels include ways to link instruction to students’ lived experiences, use a variety of motivating print and electronic texts and materials, engage families, and conduct effective assessments. Chapters are packed with tools and activities for promoting ELLs’ development in oral language, phonics, fluency, vocabulary, comprehension, writing, and grammar. Handy reproducibles and “Voice from the Classroom” teacher vignettes enhance the utility of the book.Trade Review"This book places ELLs and their teachers at the center of instructional practice. Using powerful examples, Xu convincingly demonstrates how knowledge of theory and research can help teachers make informed instructional decisions. She explains how to modify literacy strategies that are effective with all students to address ELLs' diverse literacy and language learning needs."--M. Kristiina Montero, PhD, Faculty of Education, Wilfrid Laurier University, Waterloo, Canada"Xu gives teachers exactly what they need to assess, teach, and evaluate English language learners’ progress in all aspects of literacy. She speaks with knowledge and experience about the needs and feelings of the ever-growing population of language-minority students. This book is a 'must have' for preservice and inservice teachers."--MaryEllen Vogt, EdD, Distinguished Professor Emerita, College of Education, California State University, Long Beach; past president, International Reading Association"Xu provides invaluable insights into the daunting task that ELLs embark on as they master everyday and academic English. Elementary teachers will be motivated by Xu’s sensitive, highly practical teaching strategies. The book addresses the barriers that ELLs may face and shows how to implement high-quality explicit instruction."--Rachael Sawyer Perkins, MA, fourth-grade teacher, Dolores Street Elementary School, Carson, California-Table of Contents1. Guiding Principles of Teaching Literacy to English Language Learners2. Language Acquisition and Linguistic Interferences3. Instruction for Oral Language Development4. Instruction for Phonological and Orthographic Knowledge and Fluency Development5. Instruction for Vocabulary Development6. Instruction for Reading Comprehension Development7. Instruction for Writing Development8. Instruction for GrammarAppendix A. Reflection on Modifications of Instructional Strategies and MaterialsAppendix B. Similarities and Differences between English and L1Appendix C. Student Errors and Possible Explanations for the ErrorsAppendix D. Instructional Focus Based on InterferencesAppendix E. Oral Language Assessment Chart (Say Something and Oral Retelling)Appendix F. Conversation Assessment ChartAppendix G. Anecdotal Record FormAppendix H. Factors to Consider in Selecting Books for Read-AloudAppendix I. Fluency Assessment ChartAppendix J. Self-Assessment of WordsAppendix K. A Lesson Plan for Morphemic Analysis, Spelling, and Grammatical FeaturesAppendix L. Personal Vocabulary JournalAppendix M. Think-Aloud GuideAppendix N. Writing Strengths and NeedsAppendix O. Peer-Revision and Editing FormAppendix P. A Summary of Components of English GrammarAppendix Q. Documenting Student’s Needs and Instructional Focus

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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 speech–language 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

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Book SynopsisIn this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K–12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school–home–community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.Trade ReviewInformative chapters by well-known authors address a variety of topics related to classroom practice, and provide a useful mix of theory and application. Many of the chapters include useful tools that can be adapted for the reader’s own purposes. An additional strength of the book is the attention it gives to often-ignored areas such as ELLs in special education, teacher professional development, and parent and family considerations. Highly valuable for teacher education courses and practicing teachers.--Robert Rueda, PhD, Stephen H. Crocker Professor of Education, University of Southern California This is exactly the text I've been looking for to use in my undergraduate teacher education and master's-level certification courses. It has a great blend of theory and teacher-tested strategies for working with a variety of ELLs. I especially appreciate the chapters on ELLs with disabilities and Native Americans, two populations overlooked in most textbooks, as well as the broad span of grade levels and ages represented across the chapters. I am thrilled to see sound research and practical strategies presented in a manner that will be so accessible to our preservice teachers.--Margarita Jimenez-Silva, EdD, College of Teacher Education and Leadership, Arizona State University Best Practices in ELL Instruction is a rich, invaluable resource for teacher educators, literacy specialists, and, most important, classroom teachers. Leading ESL and bilingual education experts address relevant research, theory, strategic teaching, special populations, and teacher preparation. Both scholarly and accessible, this book is certain to become a classic in the field of language teaching and learning.--Yvonne S. Freeman, PhD, Department of Language, Literacy, and Intercultural Studies, University of Texas at Brownsville -Table of ContentsForeword, Lee GundersonIntroduction, Guofang Li and Patricia A. EdwardsI. Perspectives on ELL Instruction1. Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research, Claude Goldenberg2. Language Development and the Education of Dual-Language-Learning Children in the United States, Eugene E. García and Erminda H. GarcíaII. Strategies for Teaching Young ELLs3. Principles for Teaching Young ELLs in the Mainstream Classroom: Adapting Best Practices for All Learners, Ellen McIntyre4. Engaging Young ELLs with Reading and Writing, Diane Barone5. Principles for Writing Practices with Young ELLs, Sarah McCarthey and Xun ZhengIII. Strategies for Teaching Adolescent ELLs6. Teaching Academic Literacies in Secondary School, Harriett Allison and Linda Harklau7. Constructing Access and Understanding in Inclusive Middle-Grade Content Classrooms: A Sociocognitive Apprenticeship in Literacy with Bilingual Students and Those with Language/Learning Disabilities, Troy V. Mariage and Carol Sue EnglertIV. Best Practices in ELL/Bilingual Programs and Approaches 8. From Models to Principles: Implementing Quality Schooling for ELLs, Ester J. de Jong9. Using Workshop Approaches to Support the Literacy Development of ELLs, Kathryn H. Au and Taffy E. Raphael10. A Bilingual Perspective on Writing Assessment: Implications for Teachers of Emerging Bilingual Writers, Lucinda Soltero-González, Kathy Escamilla, and Susan HopewellV. Critical Issues Concerning ELL Instruction11. Meeting the Needs of ELLs with Disabilities: A Linguistically and Culturally Responsive ModelAlba A. Ortiz and Alfredo J. Artiles12. Best Practices for Native American Language LearnersMary Eunice Romero-Little13. Supporting Literacy Learning in Families for Whom English Is an Additional LanguageJeanne R. Paratore, Barbara Krol-Sinclair, Mariela Páez, and Kristen Paratore Bock14. “It’s Just Like Telling Them They Will Never Be Scientists”: A White Teacher’s Journey Transforming Linguistic and Racial Categories, Cynthia H. Brock, Julie L. Pennington, Eleni Oikonomidoy, and Dianna R. Townsend 15. Best Practices in Professional Development for Teachers of ELLs, Guofang Li and Maria Selena Protacio

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Book SynopsisIn this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K–12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school–home–community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.Trade ReviewInformative chapters by well-known authors address a variety of topics related to classroom practice, and provide a useful mix of theory and application. Many of the chapters include useful tools that can be adapted for the reader’s own purposes. An additional strength of the book is the attention it gives to often-ignored areas such as ELLs in special education, teacher professional development, and parent and family considerations. Highly valuable for teacher education courses and practicing teachers.--Robert Rueda, PhD, Stephen H. Crocker Professor of Education, University of Southern California This is exactly the text I've been looking for to use in my undergraduate teacher education and master's-level certification courses. It has a great blend of theory and teacher-tested strategies for working with a variety of ELLs. I especially appreciate the chapters on ELLs with disabilities and Native Americans, two populations overlooked in most textbooks, as well as the broad span of grade levels and ages represented across the chapters. I am thrilled to see sound research and practical strategies presented in a manner that will be so accessible to our preservice teachers.--Margarita Jimenez-Silva, EdD, College of Teacher Education and Leadership, Arizona State University Best Practices in ELL Instruction is a rich, invaluable resource for teacher educators, literacy specialists, and, most important, classroom teachers. Leading ESL and bilingual education experts address relevant research, theory, strategic teaching, special populations, and teacher preparation. Both scholarly and accessible, this book is certain to become a classic in the field of language teaching and learning.--Yvonne S. Freeman, PhD, Department of Language, Literacy, and Intercultural Studies, University of Texas at Brownsville -Table of ContentsForeword, Lee GundersonIntroduction, Guofang Li and Patricia A. EdwardsI. Perspectives on ELL Instruction1. Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research, Claude Goldenberg2. Language Development and the Education of Dual-Language-Learning Children in the United States, Eugene E. García and Erminda H. GarcíaII. Strategies for Teaching Young ELLs3. Principles for Teaching Young ELLs in the Mainstream Classroom: Adapting Best Practices for All Learners, Ellen McIntyre4. Engaging Young ELLs with Reading and Writing, Diane Barone5. Principles for Writing Practices with Young ELLs, Sarah McCarthey and Xun ZhengIII. Strategies for Teaching Adolescent ELLs6. Teaching Academic Literacies in Secondary School, Harriett Allison and Linda Harklau7. Constructing Access and Understanding in Inclusive Middle-Grade Content Classrooms: A Sociocognitive Apprenticeship in Literacy with Bilingual Students and Those with Language/Learning Disabilities, Troy V. Mariage and Carol Sue EnglertIV. Best Practices in ELL/Bilingual Programs and Approaches 8. From Models to Principles: Implementing Quality Schooling for ELLs, Ester J. de Jong9. Using Workshop Approaches to Support the Literacy Development of ELLs, Kathryn H. Au and Taffy E. Raphael10. A Bilingual Perspective on Writing Assessment: Implications for Teachers of Emerging Bilingual Writers, Lucinda Soltero-González, Kathy Escamilla, and Susan HopewellV. Critical Issues Concerning ELL Instruction11. Meeting the Needs of ELLs with Disabilities: A Linguistically and Culturally Responsive ModelAlba A. Ortiz and Alfredo J. Artiles12. Best Practices for Native American Language LearnersMary Eunice Romero-Little13. Supporting Literacy Learning in Families for Whom English Is an Additional LanguageJeanne R. Paratore, Barbara Krol-Sinclair, Mariela Páez, and Kristen Paratore Bock14. “It’s Just Like Telling Them They Will Never Be Scientists”: A White Teacher’s Journey Transforming Linguistic and Racial Categories, Cynthia H. Brock, Julie L. Pennington, Eleni Oikonomidoy, and Dianna R. Townsend 15. Best Practices in Professional Development for Teachers of ELLs, Guofang Li and Maria Selena Protacio

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Book SynopsisMany English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods teachers already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student work, and 15 reproducible worksheets, rubrics, and other useful materials. It describes ways to combine instruction in core skills with ample opportunities to write and revise in different genres. Invaluable guidance is provided for assessing ELLs' writing development at different grade levels and language proficiency levels.Trade ReviewA 'must read' for all teachers of ELLs in mainstream and ESL classrooms. Employing realistic classroom examples, the authors bring to life the theory and methods of ELL writing instruction. The book presents step-by-step ways to implement innovative methods and activities, emphasizing the importance of carefully planning instruction and creating a culture of collaboration in a school. I found the cross-cultural information about writing very important for understanding the interaction of native language and writing development in English. I would use this text in my ESL methods class to complement a more general textbook. I could definitely see my students creating lesson plans using the principles that Lenski and Verbruggen outline.--Carla Paciotto, EdD, Department of Educational and Interdisciplinary Studies, Western Illinois University Lenski and Verbruggen have tackled the subject of writing for English language learners in a way that few others have. Starting with engaging classroom vignettes that readers can relate to, the authors continue with a toolbox of practical and effective strategies that can be used immediately by teachers who are working to enhance their writing instruction. Teachers in all subject areas will find these strategies useful.--Penny Plavala, MEd, school improvement specialist, Multnomah Education Service District, Portland, Oregon The demand for this book has been loud and clear from teachers, teacher educators, researchers, school administrators, and educational policy developers. Lenski and Verbruggen focus on real-world contexts in their discussion of how to teach English language learners to write well. The instructional strategies, student activities, and assessment tools are grounded in current theory, research, and best practices. This book exemplifies clear writing and clear thinking.--Paul Boyd-Batstone, PhD, Department of Teacher Education, California State University, Long Beach -Table of Contents1. English Language Learners and Writing Research2. From Theory to Practice: Writing with English Language Learners3. Facilitating Writing Fluency4. Teaching Narrative Writing5. Academic Writing Genres: Description, Exposition, and Persuasion6. How Language Works: Grammar and Usage7. Assessing Writing

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Book SynopsisMany English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods teachers already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student work, and 15 reproducible worksheets, rubrics, and other useful materials. It describes ways to combine instruction in core skills with ample opportunities to write and revise in different genres. Invaluable guidance is provided for assessing ELLs' writing development at different grade levels and language proficiency levels.Trade ReviewA 'must read' for all teachers of ELLs in mainstream and ESL classrooms. Employing realistic classroom examples, the authors bring to life the theory and methods of ELL writing instruction. The book presents step-by-step ways to implement innovative methods and activities, emphasizing the importance of carefully planning instruction and creating a culture of collaboration in a school. I found the cross-cultural information about writing very important for understanding the interaction of native language and writing development in English. I would use this text in my ESL methods class to complement a more general textbook. I could definitely see my students creating lesson plans using the principles that Lenski and Verbruggen outline.--Carla Paciotto, EdD, Department of Educational and Interdisciplinary Studies, Western Illinois University Lenski and Verbruggen have tackled the subject of writing for English language learners in a way that few others have. Starting with engaging classroom vignettes that readers can relate to, the authors continue with a toolbox of practical and effective strategies that can be used immediately by teachers who are working to enhance their writing instruction. Teachers in all subject areas will find these strategies useful.--Penny Plavala, MEd, school improvement specialist, Multnomah Education Service District, Portland, Oregon The demand for this book has been loud and clear from teachers, teacher educators, researchers, school administrators, and educational policy developers. Lenski and Verbruggen focus on real-world contexts in their discussion of how to teach English language learners to write well. The instructional strategies, student activities, and assessment tools are grounded in current theory, research, and best practices. This book exemplifies clear writing and clear thinking.--Paul Boyd-Batstone, PhD, Department of Teacher Education, California State University, Long Beach -Table of Contents1. English Language Learners and Writing Research2. From Theory to Practice: Writing with English Language Learners3. Facilitating Writing Fluency4. Teaching Narrative Writing5. Academic Writing Genres: Description, Exposition, and Persuasion6. How Language Works: Grammar and Usage7. Assessing Writing

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