Principles of Effective Literacy Instruction, Grades K-5

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.

Table of Contents:
I. Environment 1. Print- and Text-Rich Classroom Environments, Allison Ward Parsons & Christy Irish 2. Well-Managed and Efficient Literacy Learning Environments, D. Ray Reutzel & Sarah K. Clark 3. Literacy Teaching for Equity, María Paula Ghiso, H. Gerald Campano, & Ankhi G. Thakurta II. Instruction 4. Phonemic Awareness and Phonics, Evan Ortlieb, Susan Schatz, & Kathy Ganske 5. Reading Fluency, Chase Young, Timothy Rasinski, & Shelly Landreth 6. Comprehension and Vocabulary, Douglas Fisher, Nancy Frey, & Rachelle S. Savitz 7. Assessment, Dixie Massey 8. Appropriate Intervention, Ying Guo & Allison Breit-Smith 9. Effective Differentiation, Steven J. Amendum & Kristin Conradi Smith 10. Explicit Instruction, Dana A. Robertson 11. Using Discussion to Support Literacy Learning, Jacquelynn A. Malloy & Leslie D. Roberts 12. Writing–Reading Integration, Zoi A. Philippakos 13. Literacy in the Disciplines, Cynthia H. Brock, Vicky I. Zygouris-Coe, Andrea Hayden, Joshua Montgomery, Kathleen Kniss, & Katherine Muir Welsh 14. Arranging for Reading Engagement, Gay Ivey & Erika S. Gray 15. Authentic, Challenging Tasks, Roya Q. Scales 16. Autonomy-Supportive Classroom Environments, Samantha T. Ives, Madelyn Stephens Wells, & Seth A. Parsons 17. Culturally Relevant Pedagogy and Multiliteracies, Jennifer D. Turner, Chrystine Mitchell, & Olivia A. Murphy 18. Critical Approaches to Text, Grace Enriquez 19. Integrating Digital Technology, Amy C. Hutchison 20. Adaptive Teaching, Margaret Vaughn III. Teachers 21. Reflective Practice, Mary McGriff & Michelle Rosen 22. Teachers as Lifelong Learners, Aimee L. Morewood & Julie W. Ankrum Index

About the Author :
Seth A. Parsons, PhD, is Professor in the Sturtevant Center for Literacy in the School of Education at George Mason University. He teaches in the Elementary Education, Literacy, and Research Methods program areas. His award-winning research focuses on student motivation and engagement, teacher instructional adaptations, and teacher education and development. Dr. Parsons is currently coeditor of the Journal of Literacy Research and is past president of the Association of Literacy Educators and Researchers. He is coeditor of Principles of Effective Literacy Instruction, Grades K-5, and coauthor of Accelerating Learning Recovery for All Students. Margaret Vaughn, PhD, is Professor in the Department of Teaching and Learning at Washington State University. She teaches in the program areas of Research and Literacy, Language, and Technology. As a former classroom teacher, Dr. Vaughn recognizes the valuable role of teacher input and decision making in policy and practice and supports efforts to develop equity-focused learning environments. She is an advocate for student agency and developing equitable schools across the nation. Her award-winning research addresses issues of teacher practice and contemporary educational issues. Dr. Vaughn is coeditor of Principles of Effective Literacy Instruction, Grades K-5, and coauthor of Accelerating Learning Recovery for All Students and Teaching with Children’s Literature.

Review :
"Parsons and Vaughn have invited a group of extraordinary literacy researchers and practitioners to reflect on state-of-the art principles for teaching students at arguably the most important developmental grade levels. In addition to a laser focus on the most pressing issues of K-5 literacy instruction, the volume honors the work of teachers. Each scholar respectfully presents how instruction can and should cause young readers to maximize their literacy potential. This book is a perfect text for preservice elementary literacy methods courses, will likely be used in reading specialist graduate programs, and can frame lively conversations about effective literacy instruction in professional learning communities."--Barbara A. Marinak, PhD, Dean, School of Education, Mount St. Mary's University "I have learned from both my research and my more than 50 years of working with K-5 classroom teachers that teaching reading is a complex, creative process based in principles, not rules. Teachers must apply those principles in various ways at various times to help students become all they are capable of being. This book helps teachers understand that the key to success is thoughtful adaptation of an array of environmental, instructional, and personal principles. It is a valuable introductory resource for preservice and inservice teachers immersed in the complexities of teaching reading to diverse populations of students."--Gerald G. Duffy, EdD, College of Education (Emeritus), Michigan State University "This book is impressive on several counts, including the caliber of the contributors and the compelling chapter topics. Teacher educators who are intent on preparing preservice teachers for a world in which diversity, equity, and inclusion are the mainstays undergirding effective literacy instruction will find myriad reasons to adopt this book."--Donna E. Alvermann, PhD, Department of Language and Literacy Education, University of Georgia "A detailed, current, and comprehensive guide to the essential elements of teaching reading and other components of literacy. As a former reading specialist, classroom teacher, and administrator, I highly encourage all educational leaders to read this exceptional text for a deeper understanding of the principled approach to literacy instruction."--Mary E. McNamee, MS, early childhood specialist, School Readiness Project, Fairfax County Government Office for Children, Virginia-