About the Book
Now in a thoroughly revised and expanded third edition, this evidence-based book distills the latest knowledge about literacy teaching and learning into clear strategies for helping all children succeed. Within a comprehensive conceptual framework, the field's leading authorities provide eminently practical recommendations to guide instructional decision making. The third edition has been fully updated with current research findings, policy issues, and program innovations. It offers significantly revised coverage of assessment, motivation, approaches to integrating different kinds of texts and multimedia resources, and adolescent literacy. New chapters address working with English language learners and supporting teachers' professional development. Also featured is a new concluding commentary by Michael Pressley.
Table of Contents:
Gambrell, Morrow, Pressley, Introduction. Part I: Perspectives on Best Practices. Gambrell, Malloy, Mazzoni, Evidence-Based Best Practices for Comprehensive Literacy Instruction. Pearson, Raphael, Benson, Madda, Balance in Comprehensive Literacy Instruction: Then and Now. Part II: Best Practices for All Students. Morrow, Tracey, Best Practices in Early Literacy Development in Preschool, Kindergarten, and First Grade. Allington, Baker, Best Practices for Struggling Readers. Carlo, Best Practices for Literacy Instruction for English Language Learners. Ogle, Lang, Best Practices in Adolescent Literacy Instruction. Part III: Evidence-Based Strategies for Literacy Learning and Teaching. Cunningham, Best Practices in Teaching Phonological Awareness and Phonics. Blachowicz, Fisher, Best Practices in Vocabulary Instruction. Kuhn, Rasinski, Best Practices in Fluency Instruction. Block, Pressley, Best Practices in Teaching Comprehension. Bromley, Best Practices in Teaching Writing. Afflerbach, Best Practices in Literacy Assessment. Part IV: Perspectives on Special Issues. Kucan, Lapp, Flood, Fisher, Instructional Resources in the Classroom: Deepening Understanding through Interactions with Multiple Texts and Multiple Media. Reutzel, Organizing Effective Literacy Instruction: Differentiating Instruction to Meet the Needs of All Children. McKenna, Labbo, Reinking, Zucker, Effective Use of Technology in Literacy Instruction. Bean, Morewood, Best Practices in Professional Development for Improving Literacy Instruction. Part V: Future Directions. Pressley, Achieving Best Practices.
About the Author :
Edited by Linda B. Gambrell, PhD, School of Education, Clemson University, USA; Lesley Mandel Morrow, PhD, Graduate School of Education, Rutgers University, USA; and Michael Pressley, PhD (deceased), Department of Teacher Education, Michigan State University, USA
Review :
'From editors and authors with wide-ranging expertise, Best Practices in Literacy Instruction, Third Edition, offers a comprehensive view of the field of literacy. Each thought-provoking chapter is rich with evidence-based advice for achieving exemplary reading and writing instruction. Perfect for preservice teachers, master's students, or inservice teachers, this book will help teachers address the literacy challenges of today's diverse classrooms.' - Mariam Jean Dreher, PhD, Department of Curriculum and Instruction, College of Education, University of Maryland, College Park, USA
'Just when I think our profession is becoming hopelessly divided on how to be smart about the teaching of reading, a book like this comes along - a book that translates research into practice in ways that are important and new... These authors are among the 'best of the best' in their respective areas. They offer a vision of what good instruction looks like in the classroom, with latitude for professional interpretation and decision making. For the novice, this book offers a beginning plan. For the more experienced teacher, it offers nuanced discussions of familiar topics and takes them to a new level.' - Jim Hoffman, PhD, Department of Curriculum and Instruction, College of Education, University of Texas at Austin, USA
'With each chapter written by a nationally known author, the leaders in the field have radically updated the second edition. Newly minted ideas and recent refinements on older ones run through these pages. In these chapters the voices of experience speak loudly and clearly. They ring with an urgent and action-oriented tone. These authors are persuasive about their perspectives for how best to move children toward higher literacy... No more inclusive collection exists for the seasoned teacher and the specialist seeking to be better informed. There is no broader tool kit to equip the professional
