About the Book
This volume offers a unique glimpse into the teaching approaches and thinking of a wide range of well-known literacy researchers, and the lessons they have learned from their own teaching lives. The contributors teach in a variety of universities, programs, and settings. Each shares an approach he or she has used in a course, and introduces the syllabus for this course through personal reflections that give the reader a sense of the theories, prior experiences, and influential authors that have shaped their own thoughts and approaches. In addition to describing the nature of their students and the program in which the course is taught, many authors also share key issues with which they have grappled over the years while teaching their course; others discuss considerations that were relevant during the preparation of this particular syllabus or describe how it evolved in light of student input.
The book is organized by areas within literacy education: reading; English/language arts; literature; emergent literacy; content-area literacy; literacy assessment and instruction; literacy and technology; and inquiries into literacy, theory, and classroom practice. It is accompanied by an interactive Web site: http://msit.gsu.edu/handbook. This online resource provides additional information about the authors' courses including complete syllabi, recommended readings, grading rubrics, and sample assignments. Readers are invited to respond and contribute their own syllabi and teaching experiences to the discourse generated by the volume.
Table of Contents:
Preface, Joyce E. Many; Part 1 Reading; Chapter 1 Two Views Presentations:, Donna L. Wiseman; Chapter 2 Matching Standards With Substance:, Susan L. Pasquarelli, Rachel L. McCormack; Chapter 3 Social Foundations as a Foundation for Literacy Instruction:, Sally M. Oran, Kathleen Bennett deMarrais, Jamie B. Lewis; Chapter 4 Comprehension of Text:, Victoria Purcell-Gates; Chapter 5 Book Club Workshop:, Taffy E. Raphael; Part 2 English/Language Arts; Chapter 6 Teaching of Communication Arts, Jane West; Chapter 7 Writing Buddies:, Donna Cooner, Donna L. Wiseman; Chapter 8 Whole Language Teaching in Elementary and Middle School, JoBeth Allen; Chapter 9 Teaching and Learning in the English Language Arts, Nancy Farnan; Chapter 10 Preservice Secondary Language Arts Teaching Methods, Peter Smagorinsky; Chapter 11 Oral and Written Communication, Peggy Albers; Chapter 12 Teaching of Writing as Story, David Schaafsma; Part 3 Literature and the Teaching of Literature; Chapter 13 The Art of the Picture Book, Kathy G. Short, Cheri Anderson; Chapter 14 Children's Literature in the Curriculum, Lee Galda; Chapter 15 Mediating Multicultural Children's Literature, Patricia E. Enciso; Chapter 16 Teaching Multicultural Literature:, Violet J. Harriss; Chapter 17 Adolescent Literature and the Teaching of Literature, Robert E. Probst; Part 4 Emergent Literacy; Chapter 18 Literacy Development in the Early Years:, Lesley Mandel Morrow; Chapter 19 Research and Theory for Constructivist Leadership in Early Childhood Education, Mona W. Matthews; Chapter 20 Initial Encounters With Print:, David B. Yaden Jr., Cubillas; Part 5 Content Area Literacy; Chapter 21 Reading for Secondary Teachers, Carol V. Lloyd; Chapter 22 Secondary Content Area Reading, Victoria Gentry Ridgeway; Chapter 23 Content Area Literacy, Thomas W. Bean; Part 6 Literacy Assessment and Instruction; Chapter 24 Assessment and Instruction in Literacy Courses and a Tutoring Practicum, Penny A. Freppon; Chapter 25 The Analysis and Correction of Reading Disabilities, Steven A. Stahl; Chapter 26 Learner-Centered Assessments for Preservice Classroom Teachers, Robert J. Tierney, Lora Lawson, Elizabeth Murray; Part 7 Language and Literacy in a Diverse Society; Chapter 27 Reading:, Jim Hoffman, Rachel Salas, Beth Patterson; Chapter 28 Language and Learning, James Marshall; Chapter 29 Creating a Common Project in the Study of Diversity, Michael W. Smith; Chapter 30 Methods and Materials for the Bilingual—English as a Second Language Teacher, Ruth A. Hough; Part 8 Literacy and Technology; Chapter 31 Computer-Based Instruction in Reading Education, Linda D. Labbo, David R. Reinking; Chapter 32 Topics in Computer-Based Reading and Writing, David Reinking; Part 9 Inquiries into Literacy, Theory, and Classroom Practice; Chapter 33 Action Research in Educational Settings:, Leslie Patterson; Chapter 34 Creating Curricular Invitations:, Christine H. Leland, Jerome C. Harste; Chapter 35 History of American Reading Instruction, James V. Hoffman; Chapter 36 Negotiating a Syllabus for a Doctoral Course in the Psychology and Pedagogy of Literacy, Richard E. Ferdig, P.David Pearson; Chapter 37 Trends and Issues in Literacy:, Joyce E. Many;
