Synopses & Reviews
"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 educator for tomorrow in school."--from the Foreword by John T. Guthrie, PhD, University of Maryland, College Park "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, masters students, or inservice teachers, this book will help teachers address the literacy challenges of todays diverse classrooms."--Mariam Jean Dreher, PhD, Department of Curriculum and Instruction, College of Education, University of Maryland, College Park "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. This third edition is a worthy successor to its predecessor. The contributors explain evidence-based practices and demonstrate the ways in which good instruction draws on all kinds of research for its inspiration and support. 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 "This timely, superbly written third edition addresses the key components of the literacy instruction puzzle. It is comprehensive, up to date, rich, and reader friendly. I highly recommend this volume to inservice and preservice literacy teachers and coaches in elementary and middle grades, as well as to other educators interested in evidence-based literacy practices."--Zhihui Fang, PhD, School of Teaching and Learning, College of Education, University of Florida "In this wonderful third edition, all chapters have been dramatically updated, while maintaining the theme of constructing meaning. Time and again, the editors and contributors demonstrate that best practices lead to balanced instruction. Each chapter challenges readers to consider the complex balance that reading instruction demands. The assessment chapter stands out as promoting a balance among the use of standardized assessments for accountability and process-oriented assessments for instruction. I am also impressed with the emphasis on professional development: The book is full of case study examples that show how high-quality teaching can change student learning. Other strengths of the book include its focus on different forms of instruction, including in-depth descriptions of how to manage small-group instruction within the literacy block. Gambrell et al. are to be commended on a wonderful new edition of this classic text."--Barbara J. Walker, EdD, College of Education, Oklahoma State University; President (2008-2009), International Reading Association
"Now in its fourth edition, Best Practices in Literacy Instruction
just keeps getting better! This comprehensive volume offers up-to-date, evidence-based information on virtually everything a teacher needs to know about literacy instruction. Clearly written, with end-of-chapter activities to promote deeper understanding, this book is indispensable for preservice and masters courses in literacy programs and for school professional development efforts."--Mariam Jean Dreher, PhD, Department of Curriculum and Instruction, University of Maryland, College Park
"This fourth edition continues the tradition of excellence established in prior editions. From motivation to the pillars of literacy, assessment, and new literacies, every significant aspect of teaching reading is fully examined. This is an excellent, up-to-the-minute, evidence-based reference that provides innovative insights into essential literacy topics. Classroom teachers, reading specialists, curriculum directors, and teacher educators will benefit from this wealth of knowledge."--Maureen McLaughlin, EdD, Department of Reading, East Stroudsburg University of Pennsylvania "Beginning with the superb introductory chapters, this book is filled with theory- and research-based discussions of critical issues and instructional practices in literacy education. The contributors develop a deeper understanding of literacy in their chapters while embedding a strong emphasis on technology. I loved reading this fourth edition. It flourishes with new ideas, new topics, and an abundance of practical teaching ideas and classroom examples."--Barbara J. Walker, EdD, School of Teaching and Curriculum Leadership, Oklahoma State University
"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
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. DukeIntroduction, Jennifer Renner Del Nero, Lesley Mandel Morrow, and Linda B. GambrellI. Perspectives on Best Practices1. Evidence-Based Best Practices in Comprehensive Literacy Instruction, Linda B. Gambrell, Jacquelynn A. Malloy, and Susan Anders Mazzoni2. Balance in Comprehensive Literacy Instruction: Evolving Conceptions, Christina L. Madda, Vicki Benson Griffo, P. David Pearson, and Taffy E. RaphaelII. Best Practices for All Students3. Best Practices in Early Literacy: Preschool, Kindergarten, and First Grade, Lesley Mandel Morrow, Diane H. Tracey, and Jennifer Renner Del Nero4. Best Practices with Struggling Readers, Richard L. Allington5. Best Practices in Literacy Instruction for English Language Learners, María S. Carlo and Alain Bengochea6. Best Practices in Adolescent Literacy Instruction, Donna Ogle and Laura Lang III. Evidence-Based Strategies for Literacy Learning and Teaching7. Best Practices in Motivating Students to Read, John T. Guthrie8. Best Practices in Teaching Phonological Awareness and Phonics, Patricia M. Cunningham9. Best Practices in Vocabulary Instruction Revisited, Camille L. Z. Blachowicz and Peter J. Fisher10. Best Practices in Comprehension Instruction, Janice F. Almasi and Susan J. Hart11. Best Practices in Fluency Instruction, Melanie R. Kuhn and Timothy Rasinski12. Best Practices in Teaching Writing, Karen Bromley13. Best Practices in Literacy Assessment, Peter Afflerbach, Jong-Yun Kim, Maria Elliker Crassas, and Byeong-Young ChoIV. Perspectives on Special Issues14. Best Practices in Content-Area Teaching, Douglas Fisher and Nancy Frey15. Effective Use of Technology in Literacy Instruction, Michael C. McKenna, Linda D. Labbo, Kristin Conradi, and Jessica Baxter16. New Literacies in Literacy Instruction, Jennifer Rowsell and Diane Lapp17. Organizing Effective Literacy Instruction: Differentiating Instruction to Meet Student Needs, D. Ray Reutzel18. Parent–Teacher Partnerships That Make a Difference in Children's Literacy Achievement, Jeanne R. Paratore and Patricia A. Edwards 19. Best Practices in Professional Development for Improving Literacy Instruction in Schools, Rita M. Bean and Aimee L. Morewood