About the Book
Now in a revised and updated second edition, this text guides teachers in providing effective, engaging literacy instruction that meets the challenges of today's legislative mandates. Identified are principles of best practice that reflect cutting-edge scientific research as well as decades of hands-on classroom experience, and that were cited in the International Reading Association's 2002 position paper on evidence-based reading instruction. Researchers and practitioners review findings on key areas of instruction and translate the research into easy-to-implement teaching strategies and ideas. Including updated coverage of early literacy, phonics, comprehension, assessment, adolescent literacy, and more, the second edition also features chapters on vocabulary and fluency instruction.
Table of Contents:
Morrow, Gambrell, Pressley, Introduction Part 1. Perspectives on Exemplary Practices in Literacy. Mazzoni, Gambrell, Principles of Best Practice: Finding the Common Ground. Raphael, Toward a More Complex View of Balance in the Literacy Curriculum. Part 2. Strategies for Learning and Teaching. Morrow, Asbury, Current Practices in Early Literacy Development. P. M. Cunningham, What Research Says About Teaching Phonics. Blachowicz, P. J. Fisher, Best Practices in Vocabulary Instruction: What Effective Teachers do. Block, Pressley, Best Practice in Comprehension Instruction. Kuhn, Fluency in the Classroom: Strategies for Whole Class and Group Work. Bromley, Building a Sound Writing Program. D. Fisher, Flood, Lapp, Material Matters: Using Children's Literature to Charm Readers (or why Harry Potter and the Princess Diaries matter). Stevens, Bean, Adolescent Literacy. Winograd, Flores-Duenas, Arrington, Best Practices in Literacy Assessment. Part 3. Special Issues. Reutzel, Organizing Effective Literacy Instruction: Grouping Strategies and Instructional Routines. Roser, Hoffman, Carr, See it Change: A Primer on the Basal Reader. Allington, Baker, Strategies for Literacy Development for Students with Disabilities. McKenna, Labbo, Effective use of Technology in Literacy Instruction. J. W. Cunningham, Creamer, Achieving Best Practices in Literacy Instruction
About the Author :
Lesley Mandel Morrow, PhD, is Professor in the Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey, and past president of the International Reading Association. Linda B. Gambrell, PhD, is Professor and Director of the School of Education at Clemson University. Prior to coming to Clemson University, she was Associate Dean for Research at the University of Maryland, where she taught graduate and undergraduate reading and language arts courses. Widely recognized for her research and teaching, she has published numerous articles and books. She began her career as an elementary classroom teacher and reading specialist.
Michael Pressley, PhD (deceased), was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University. An expert on effective elementary literacy instruction, he was the author or editor of more than 300 journal articles, chapters, and books. Dr. Pressley was the recipient of the 2004 E. L. Thorndike Award (American Psychological Association, Division 15), the highest award given for career research accomplishment in educational psychology.
Review :
"This timely second edition takes the field even further toward closing the gap between literacy research and productive classroom practice. Contributing authors, informed and respected literacy scholars, provide in-depth treatment of many of the critical issues facing teachers of reading. Throughout the volume, the voices of real teachers add texture, depth, and credibility. This is an important and much-needed contribution for educators and an excellent text for graduate seminars on reading research."--Timothy Rasinski, PhD, Kent State University "There is a great deal of wisdom in this book for educators and researchers interested in all aspects of literacy. The contributing authors represent the finest minds in literacy education today, and they review major instructional and policy issues with a wonderful balance between theory and practice. This second edition is a comprehensive and current examination of literacy research and instruction. It is an excellent text for college methods classes and a wonderful reference for school district administrators, teachers, and language arts coordinators. This is invaluable reading for anyone involved in helping children and adolescents become more literate adults."--Carol M. Santa, PhD, Montana Academy, Marion, MT
"This up-to-date second edition reminds us, as educators, of the need to become knowledgeable professionals who take responsibility for communicating clearly the 'why, ' 'what, ' and 'how' of our teaching. This requires commitment and time. It's time to stop hanging out on the shore and step into the water! This text belongs in the hands of administrators, curriculum coordinators, experienced teachers, and literacy staff developers who plan for the future of school districts. Several chapters provide implications for future research and suggestions for professional development."--Karen M. Osborne, MS, Reading/Language Arts Consultant, Torrington (CT) Public Schools; President (2002-2003), Connecticut Reading Association
