Shaping Literate Minds: Developing Self-Regulated Learners

How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds: Developing Self Regulated Learners , Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching. If instruction emphasizes the interrelationships of these three language areas, students learn how to transfer knowledge, skills, and strategies across literacy events. This is complex theory, but the authors provide clear and practical examples to support teachers as they incorporate these ideas into their classroom practices. Grounded in authentic experiences from primary classrooms, this book provides: Explanations of processing behaviors among reading, writing, and spelling knowledgeObservational tools that support teachers in noticing changes over time in specific literacy behaviorsGuidance on creating conditions for developing self-regulated learnersAuthentic reading and writing samples and teacher/student interactionsFigures and pictures that clearly describe how teachers can use assessment to inform and guide instruction, with links to national standardsDetails for establishing a school-based literacy model that includes team meetings, assessment walls, high standards, and a curriculum for literacyAppendixes with reproducible assessment checklists, report cards, task cards for literacy corners, and guided reading observation forms for team meetingsWith a national emphasis on accountability, high standards, and literacy achievement, Shaping Literate Minds will help teachers and administrators implement a high-quality literacy curriculum that links to national and state goals.

Table of Contents:
1: Language and Learning; 2: A Curriculum for Literacy; 3: Shaping a Literacy Processing System; 4: Developing Orthographic and Phonological Knowledge; 5: Teaching for Automaticity and Transfer; 6: Developing Self-Regulated Teachers

About the Author :
Linda Dorn is a professor of reading education at the University of Arkansas at Little Rock, where she is the director of the UALR Center for Literacy. She teaches graduate classes in literacy theory, research, classroom practice, and literacy leadership.She has twenty seven years of experience in education, including teaching at the elementary, intermediate, and college levels. Linda is the primary developer and lead trainer of the Partnerships in Comprehensive Literacy Model, a nationally recognized model that uses literacy coaches as agents of change. She has worked with many school districts across the United States and she has collaborated with several state departments on comprehensive literacy initiatives. She believes that school-embedded professional development is critical for supporting teachers in new learning. The schools described in all our books use this approach for improving classroom instruction and student achievement. Our teachers use book clubs, literacy team meetings, and professional study groups. When writing a book, Linda's goal is to mesh theory and practice into a readable text. I enjoy writing with my coauthor, Carla Soffos, who is also my friend and teaching colleague. We have developed a great working relationship. Linda is a native of Tennessee and received her Ph.D. in reading from Texas Women's University. She is married with three children, two stepdaughters, and five grandchildren.