An essential resource for educators, speech-language pathologists, and parents--and an ideal text for courses that cover literacy and significant disabilities--this book will help you ensure that all students have the reading and writing skills they need to unlock new opportunities and reach their potential.

This book lays out a new vision for the teaching of English, building on themes central to Wilhelm's influential "You Gotta BE The Book." With portraits of teachers and students, as well as practical strategies and advice, they provide a roadmap to educational transformation far beyond the field of English. --from publisher description

This book addresses crucial and controversial questions facing today's reading scholars, educators, and professionals. Demonstrating the diverse, and often divisive, opinions that characterize the field, leading contributors including--Isabel L. Beck, Vivian L. Gadsden, Taffy E. Raphael, Jane Hansen, Peter Afflerbach, P. David Pearson, Michael Pressley, Richard Anderson, and Marilyn Jager Adams--offer their insights and expertise on such issues as the phonics/whole language debate, the state of reading comprehension instruction, the validity of and need for standards and assessment, effective methods of teacher preparation, and family literacy.

"Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. "Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.

What are the principles that every elementary teacher must learn in order to plan and adapt successful literacy instruction? This concise course text and practitioner resource brings together leading experts to explain the guiding ideas that underlie effective instructional practice. Each chapter reviews one or more key principles and highlights ways to apply them flexibly in diverse classrooms and across grade levels and content areas. Chapters cover core instructional topics (phonemic awareness, phonics, fluency, vocabulary, and comprehension); high-quality learning environments; major issues such as assessment, differentiation, explicit instruction, equity, and culturally relevant pedagogy; and the importance of teachers’ reflective practice and lifelong learning.

Literacy for Learning: A Handbook of Teaching Strategies for Middle and High School Teachers is a collection of proven, effective teaching strategies to promote content area literacy and help teachers incorporate literacy learning as a means of improving learning in all subject areas. The book presents a concise overview of content area literacy research and a rationale for teachers in all subject areas. Those who teach, or are about to teach, middle and high school students, will find a variety of engaging strategies for improving student comprehension and retention of content material. Numerous examples of how the strategies can be used across the curriculum are included. 122 strategies in all are included, plus tips and suggestions for their use. This valuable, handy, and easy-to-use resource contains strategies for teaching reading, writing, and vocabulary. Each section contains numerous strategies for use across the curriculum. An additional section focuses on ways to incorporate technology and multi-media resources into teaching to promote learning. Each strategy presented includes learning objectives, Common Core State Standards connections, a concise overview, and simple, easy-to-follow instructions for implementing the strategies. Teachers can pick up this book and immediately begin using the strategies in their own classrooms. With the implementation of Common Core State Standards, it will become more important than ever for every teacher to be a literacy teacher. This book should find widespread acceptance as a handy tool to help all teachers achieve this goal.

Many tens of thousands of preservice and inservice teachers have relied on this highly regarded text from leading experts, now in a revised and updated sixth edition. The latest knowledge about literacy teaching and learning is distilled into flexible strategies for helping all PreK–12 learners succeed. The book addresses major components of literacy, the needs of specific populations, motivation, assessment, approaches to organizing instruction, and more. Each chapter features bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, including examples from exemplary classrooms; and engagement activities that help teachers apply the knowledge and strategies they have learned. New to This Edition *Incorporates the latest research findings and instructional practices. *Chapters on new topics: developmental word study and the physiological, emotional, and behavioral foundations of literacy learning. *Chapters offering fresh, expanded perspectives on writing and vocabulary. *Increased attention to timely issues: classroom learning communities, teaching English learners, and the use of digital tools and multimodal texts.

The author offers exercises, examples, handouts, and basic tips to help both learners and educators find and evaluate information on the Web for quality and validity.

This book introduces a set of pedagogical practices designed to assist adolescent English learners in developing their English skills in a way that honors and leverages their native languages and cultures. Responding to the linguistic and educational diversity of adolescents, the R.E.A.L. (Relevant, Engaging, and Affirming Literacy) method offers teachers a range of scalable activities, reading lists, and other resources, along with numerous suggestions on how to adapt them for students’ particular needs. By sharing experiences from actual secondary English classes, Stewart presents diverse learners making meaningful connections to texts and responding through writing, speaking, and other artistic means. These students are developing high levels of literacy, English language skills, and even biliteracy through R.E.A.L. instruction that all English teachers can use. Book Features: Shows educators how to effectively engage middle and high school students through reading and responding to literature. Provides creative solutions for centering students’ needs and interests within standards and other curricular restraints. Brings together theory from reader response, second language acquisition, and bilingual research. Written for all English language arts teachers and for all levels of adolescent ELs—beginners to advanced students. Considers ELs’ full literacy development in all of their languages, not just English.

This book provides a systematic exploration of family literacy, including its historic origins, theoretical expansion, practical applications within the field, and focused topics within family literacy. Grounded in sociocultural approaches to learning and literacy, the book covers research on how families use literacy in their daily lives as well as different models of family literacy programs and interventions that provide opportunities for parent-child literacy interactions and that support the needs of children and parents as adult learners. Chapters discuss key topics, including the roles of race, ethnicity, culture, and social class in family literacy; digital family literacies; family-school relationships and parental engagement in schools; fathers’ involvement in family literacy; accountability and employment; and more. Throughout the book, Lynch and Prins share evidence-based literacy practices and highlight examples of successful family literacy programs. Acknowledging lingering concerns, challenges, and critiques of family literacy, the book also offers recommendations for research, policy, and practice. Accessible and thorough, this book comprehensively addresses family literacies and is relevant for researchers, scholars, graduate students, and instructors and practitioners in language and literacy programs.