Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies

Raising literacy levels in secondary schools has taken on a new urgency. Recognized author, Elaine K. McEwan, focuses her revised second edition on broadening and enhancing the "five big ideas" for winning the battle against illiteracy, with reflection and discussion questions for reinforcement. With new research and programmes designed for adolescent learners, this update provides suggestions and developmental tools for administrators to effectively strengthen reading curriculum and teaching. Reading specialists, special education teachers, literacy coaches, intervention specialists, and central office administrators can also use this essential tool for evaluating middle and high school reading programs and formulating school and district improvement goals. McEwan has enhanced the five strategies of the first edition with seven cognitive strategies of highly effective readers and more than 20 "teaching for learning" tips to infuse into daily content instruction. This indispensable guide helps educators: / Understand the current state of reading achievement / Alter the instructional planning and delivery system / Motivate all students to read, and teach them how to read to learn / Create reading cultures in schools An invaluable resource for site-based literacy and improvement teams, and for educators without a reading curriculum background, this comprehensive book encourages leadership and creativity to achieve high levels of literacy in today's classroom.

Table of Contents:
List of Teaching for Learning Tips Preface A Change in Focus The Goals of This Book Who This Book Is For What This Book Is Not Overview of the Contents A New Feature The Challenge Acknowledgments About the Author 1. Reading Achievement: Where Do We Stand? Raising Achievement Expectations The State of Reading Achievement in the Nation The Response of Educators The State of Reading Achievement in the States Roadblocks to Raising Achievement in Middle and High Schools The Responsibility of School Leaders Reflection and Discussion Questions 2. Focus on Changing What You Can Change Change the Educational Paradigm Change How Goals Are Set Change How Teachers Teach Change the Curriculum and How It Is Chosen Change the Alignment of the Curriculum Change the Amount of Time Allocated to Reading Instruction Change Where Strategic Reading Instruction Is Provided Change How Learning Is Assessed Change Expectations for Students Change How Professional Development Is Provided Reflection and Discussion Questions 3. Teach the Students Who Can’t Read How to Read How Children Learn to Read: A Short Lesson Failing to Learn Programs to Remediate Struggling Secondary Students Find the Students in Special Education Who Can’t Read and Teach Them to Read Reflection and Discussion Questions 4. Teach Every Student How to Read to Learn Reading to Learn and Cognitive Strategies The Strategic Teacher How to Teach Cognitive Strategies Reading to Learn and Vocabulary Development Reading to Learn and Knowledge Acquisition How We Can Engage More Students in Reading to Learn Cognitive Strategy Instruction at Alief Hastings High School Reflection and Discussion Questions 5. Motivate Every Student to Read in the Zone The Value of Reading a Lot Reading in the Zone The Importance of Reading Challenging Fiction and Nonfiction The Importance of Accountability Motivating Students to Read a Lot Engaging Students in Reading Skills to Read With Confidence and Success Reflection and Discussion Questions 6. Create a Reading Culture in Your School Pay Attention to the Basic Beliefs and Core Values of Stakeholders Determine What Needs to Be Changed Identify the Roadblocks to Change Hire a Strong (Assertive) Instructional Leader Hold Everyone Accountable Make a Plan Don’t Forget the Parents and Kids Assess for Learning Press Academically and Be Instructionally Tenacious Getting the Job Done at Griffin Middle School Reflection and Discussion Questions Resource A. Assessment Tools Resource A.1: Prereading Assessment Form Resource A.2: Prereading Assessment Key Resource A.3: Postreading Assessment Form Resource A.4: Postreading Assessment Key Resource B. Programs for Learning to Read in Secondary School Benchmark Program Corrective Reading Higher-Order Thinking Skills (HOTS) Language!® Lindamood-Bell Learning Processes Reading Is FAME Reasoning and Writing REWARDS (Reading Excellence: Word Attack and Rate Development Strategies) The Spalding Method Spelling Through Morphographs Resource C. Creating a Strong Reading Culture: A Process Exercise Description Application Time Required Materials Administration Directions References Index

About the Author :
Elaine K. McEwan is an educational consultant with The McEwan-Adkins Group, offering professional development for educators to assist them in meeting the challenges of literacy learning in Grades Pre K-6. A former teacher, librarian, principal, and assistant superintendent for instruction in several suburban Chicago school districts, Elaine is the award-winning and best-selling author of more than three dozen books for educators. Her Corwin Press titles include Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies for Principals, Second Edition (2006), Seven Strategies of Highly Effective Readers: Using Cognitive Research to Boost K-8 Achievement (2004), Ten Traits of Highly Effective Principals: From Good to Great Performance (2003), Making Sense of Research: What’s Good, What’s Not, and How to Tell the Difference (2003), Seven Steps to Effective Instructional Leadership, Second Edition (2003), Teach Them ALL to Read: Catching the Kids Who Fall through the Cracks (2002), and Ten Traits of Highly Effective Teachers: How to Hire, Mentor, and Coach Successful Teachers (2001). McEwan was honored by the Illinois Principals Association as an outstanding instructional leader, by the Illinois State Board of Education with an Award of Excellence in the Those Who Excel Program, and by the National Association of Elementary School Principals as the National Distinguished Principal from Illinois for 1991. She received her undergraduate degree in education from Wheaton College and advanced degrees in library science (MA) and educational administration (EdD) from Northern Illinois University.

Review :
"Makes a distinct contribution to the field and should be mandatory reading for each and every building principal for every middle, junior high, and high school in the United States." "Provides a compelling case for strategies and goals based upon research and student achievement. The author offers real school case studies and the goals are clear and understandable." "The book is based on 20 research-based reading strategies, incorporating these into a teacher′s daily curriculum and routines and helping teachers with students who can′t seem to learn to read. A ′must-have′ reference." "Offers a reinforcing translation of available results into a practical guide that motivates school administrators and teachers to put research findings into actions."