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Best Practices in Literacy Instructionby Linda B Gambrell
Synopses & Reviews
Book News Annotation:
This third edition of a resource for pre-service and practicing teachers, teacher educators, and researchers has been updated with chapters by new contributors to cover current research findings, policy issues, and program innovations. Focus is on the latest research in literacy instruction that has direct implications for classroom instruction. The book offers significantly revised coverage of assessment, motivation, adolescent literacy, and approaches to integrating different kinds of texts and multimedia sources. There are new chapters on English-language learners and teachers' professional development. A new concluding commentary by Michael Pressley, an award-winning educational psychology researcher and co- author of the reading series Open Court Reading and Writing, is also included. Gambrell teaches education at Clemson University. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)
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.
A highly regarded teacher resource and widely adopted text, this book is grounded in current knowledge about literacy teaching and learning in grades PreK-8. The field's leading authorities present accessible recommendations for best practices that can be tailored to fit specific classroom circumstances and student populations. Provided are strategies for helping all students succeed—including struggling readers and English language learners—and for teaching each of the major components of literacy. The book also addresses ways to organize instruction and innovative uses of technology. Chapters include concrete examples, Engagement Activities, and resources for further learning.
New to This Edition
*Incorporates the latest research findings and instructional practices.
*Chapters on motivation, content-area teaching, new literacies, and family literacy.
*Addresses timely topics such as response to intervention, the new common core standards, English language learning, and policy issues.
Now in a revised and updated second edition, this bestselling book 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. Leading researchers and practitioners review the latest 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 essential new chapters on vocabulary and fluency instruction.
About the Author
Linda B. Gambrell, PhD, is a Professor in the Eugene T. Moore School of Education at Clemson University. Prior to coming to Clemson University, she was Associate Dean for Research at the University of Maryland. From 1992 to 1997, she was principal investigator at the National Reading Research Center, where she directed the Literacy Motivation Project. Dr. Gambrell began her career as an elementary classroom teacher and reading specialist in the public schools. She has written books on reading instruction and has published in a range of professional journals. She is past president of the National Reading Conference and the College Reading Association and was recently elected to serve as President of the International Reading Association (2007-2008). In 2004 she was elected to the Reading Hall of Fame. Prior awards include the 1998 International Reading Associations Outstanding Teacher Educator in Reading Award, the 2001 National Reading Conferences Albert J. Kingston Award, and the 2002 College Reading Associate Laureate Award. Dr. Gambrell's current interests are in the areas of reading comprehension strategy instruction, literacy motivation, and the role of discussion in teaching and learning.
Lesley Mandel Morrow, PhD, holds the rank of Professor II at Rutgers Universitys Graduate School of Education, where she is Chair of the Department of Learning and Teaching. She began her career as a classroom teacher, then became a reading specialist, and later received her PhD from Fordham University. Her area of research deals with early literacy development and the organization and management of language arts programs. Her research is carried out with children and families from diverse backgrounds. Dr. Morrow has produced more than 250 publications, including journal articles, chapters, and books. She has received numerous grants from the federal government for her research and has served as a principal research investigator for several research centers. She received Excellence in Research, Teaching, and Service Awards from Rutgers University, as well as the International Reading Associations Outstanding Teacher Educator in Reading Award and Fordham Universitys Alumni Award for Outstanding Achievement. Dr. Morrow was an elected member of the Board of Directors of the International Reading Association and is a past president of that organization. She is an elected member of the Reading Hall of Fame.
Michael Pressley, PhD, who passed away in May 2006, was University Distinguished Professor at Michigan State University, as well as Director of the Doctoral Program in Teacher Education and Director of the Literacy Achievement Research Center, with both roles part of his professorship in the Department of Teacher Education and the Department of Counseling, Educational Psychology, and Special Education. He was an expert on effective elementary literacy instruction, with his research appearing in more than 300 journal articles, chapters, and books. Dr. Pressley served a 6-year term as editor of Journal of Educational Psychology. He was honored with awards from the National Reading Conference, the International Reading Association, the American Educational Research Association, and the American Psychological Association, among others. Dr. Pressley received the 2004 E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.
Table of Contents
Foreword, Nell K. Duke
Introduction, Jennifer Renner Del Nero, Lesley Mandel Morrow, and Linda B. Gambrell
I. Perspectives on Best Practices
1. Evidence-Based Best Practices in Comprehensive Literacy Instruction, Linda B. Gambrell, Jacquelynn A. Malloy, and Susan Anders Mazzoni
2. Balance in Comprehensive Literacy Instruction: Evolving Conceptions, Christina L. Madda, Vicki Benson Griffo, P. David Pearson, and Taffy E. Raphael
II. Best Practices for All Students
3. Best Practices in Early Literacy: Preschool, Kindergarten, and First Grade, Lesley Mandel Morrow, Diane H. Tracey, and Jennifer Renner Del Nero
4. Best Practices with Struggling Readers, Richard L. Allington
5. Best Practices in Literacy Instruction for English Language Learners, María S. Carlo and Alain Bengochea
6. Best Practices in Adolescent Literacy Instruction, Donna Ogle and Laura Lang
III. Evidence-Based Strategies for Literacy Learning and Teaching
7. Best Practices in Motivating Students to Read, John T. Guthrie
8. Best Practices in Teaching Phonological Awareness and Phonics, Patricia M. Cunningham
9. Best Practices in Vocabulary Instruction Revisited, Camille L. Z. Blachowicz and Peter J. Fisher
10. Best Practices in Comprehension Instruction, Janice F. Almasi and Susan J. Hart
11. Best Practices in Fluency Instruction, Melanie R. Kuhn and Timothy Rasinski
12. Best Practices in Teaching Writing, Karen Bromley
13. Best Practices in Literacy Assessment, Peter Afflerbach, Jong-Yun Kim, Maria Elliker Crassas, and Byeong-Young Cho
IV. Perspectives on Special Issues
14. Best Practices in Content-Area Teaching, Douglas Fisher and Nancy Frey
15. Effective Use of Technology in Literacy Instruction, Michael C. McKenna, Linda D. Labbo, Kristin Conradi, and Jessica Baxter
16. New Literacies in Literacy Instruction, Jennifer Rowsell and Diane Lapp
17. Organizing Effective Literacy Instruction: Differentiating Instruction to Meet Student Needs, D. Ray Reutzel
18. Parent–Teacher Partnerships That Make a Difference in Children's Literacy Achievement, Jeanne R. Paratore and Patricia A. Edwards19. Best Practices in Professional Development for Improving Literacy Instruction in Schools, Rita M. Bean and Aimee L. Morewood
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