A much-needed and unique resource for both literacy coaches and reading specialists!
Now in its third edition, Reading Specialists and Literacy Coaches in the Real World is a unique resource designed to prepare reading specialists and literary coaches to implement reading programs at the school and district level. The book includes both theoretical and practical information about the varied roles of reading specialists and literacy coaches to prepare administrators to coordinate, implement, and evaluate programs for teaching reading/language arts.
“I would suggest this book to anyone who is a reading specialist or a member of a literacy team. I see this book as being a great guidebook to creating, implementing, and maintaining a school-wide or district-wide literacy program. After reading this book I have a new found appreciation for someone who has to work with so many different teaching styles and resources out there.”
-Allie Smith, Wilshire Park, St. Anthony, MN
“The content of this book covers excellent topics to help reading specialists and literacy coaches understand their roles."
- Donna Schweitzer, Forwood Elementary School, Wilmington, DE
New Features of the Third Edition:
Updated discussions of evolving standards, enacting standards, professional development, mentorship and assessment Each chapter will feature a highlighted topic to address an area of emphasis or interest Covers more technology standards in the Appendix Emphasis on exploring sources of information schools and districts will need to make intelligent, responsive choices More information on Reading Next, Response to Intervention, and other national reports, particularly in the secondary schools Updated chapters on Literacy Coaches and Reading Specialists emphasize evolving standards, enacting standards, professional development, mentorship and assessment
MaryEllen Vogt is Distinguished Professor Emerita of Education at California State University, Long Beach. Dr. Vogt has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator. She received her doctorate from the University of California, Berkeley, and is a co-author of fourteen books, including Making Content Comprehensible for Elementary English Learners: The SIOP Model (2010), Making Content Comprehensible for Secondary English Learners: The SIOP Model (2010), and 99 Ideas and Activities for Teaching English Learners with the SIOP Model (2008). Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. Dr. Vogt was inducted into the California Reading Hall of Fame, received her university’s Distinguished Faculty Teaching Award, and served as President of the International Reading Association in 2004-2005.
Brenda A. Shearer, Professor Emerita of Reading Education at the University of Wisconsin Oshkosh, has over 30 years of experience as a teacher, reading specialist, professor, and researcher in urban and rural Wisconsin. She received her doctorate in Curriculum and Instruction from the University of Minnesota and was named Outstanding Faculty Member in the College of Education at the University of Wisconsin - River Falls. Dr. Shearer is past president of the Wisconsin State Reading Association and maintains an active publication, presentation, and research agenda. Her scholarly works include numerous textbook chapters and articles in The Reading Teacher, Journal of Educational Psychology, Journal of Adolescent and Adult Literacy, NRC Yearbook, and other professional journals.
PART I READING SPECIALISTS AND LITERACY COACHES:
HONORING THE PAST, SHAPING THE FUTURE
CHAPTER ONE
Examining the Historical Context for Teaching Reading LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
WHY CHANGE?
EXPLORING READING INSTRUCTION OVER TIME
BEYOND THE BOOK
TEACHING READING IN THE TWENTY-FIRST CENTURY
REVISITING THE VIGNETTE
LOOKING TO THE FUTURE: THE CASE FOR EVIDENCE-BASED DECISION-MAKING
REVISITING THE VIGNETTE
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
CHAPTER TWO formerly Ch. 10
Serving as an Elementary, Secondary, or District-Level Reading Specialist or Literacy Coach
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
EVOLUTION OF THE LITERACY PROFESSIONAL: READING SPECIALISTS AND COACHES
SCHOOL AND DISTRICT ROLES OF LITERACY COACHES AND READING SPECIALISTS
THE READING SPECIALIST
THE LITERACY COACH
MODELS OF LITERACY COACHING
DEALING WITH NEGATIVE PEOPLE AND LEARNING
FROM YOUR MISTAKES
NEW DIRECTIONS: ISSUES AND PERSPECTIVES FOR LITERACY PROFESSIONALS
BEYOND THE BOOK
SUPERVISING READING SPECIALISTS
STUDY GROUPS
SAVING THE BEST FOR LAST: BEGINNING THE JOB
OF LITERACY COACH
REVISITING THE VIGNETTE
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
PART II READING SPECIALISTS AND LITERACY COACHES:
LEADING A COLLABORATIVE VISION
CHAPTER THREE formerly Ch. 2
Forming a Literacy Team and Creating a Literacy Vision
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
CULTURALLY RESPONSIVE LITERACY
PROGRAMS: ASKING NEW QUESTIONS
ESTABLISHING THE LITERACY TEAM
LITERACIES AND COMMUNITIES: ASKING NEW QUESTIONS
BEYOND THE BOOK
DEVELOPING A WRITTEN VISION STATEMENT
ALIGNING WITH STANDARDS: THE STANDARDS REFORM MOVEMENT
BEYOND THE BOOK
REVISITING THE VIGNETTE
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
CHAPTER FOUR formerly Ch. 3
Determining a School’s Literacy Needs and Developing a Plan
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
ASSESSING THE SCHOOL LITERACY PROGRAM NEEDS
THE NEEDS ASSESSMENT PROCESS
REVISITING THE VIGNETTE
CREATING THE COMPREHENSIVE TWO-YEAR PLAN/GRID
REVISITING THE VIGNETTE
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
CHAPTER FIVE formerly Ch. 4
Matching Context to Students: Assessment as Inquiry
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
IMPORTANT QUESTIONS ABOUT LITERACY ASSESSMENT
THE READING SPECIALIST’S ROLE IN ASSESSMENT
CONTEXTUALIZED ASSESSMENT
REVISITING THE VIGNETTE
THE READER: ASSESSMENT AS INQUIRY
BEYOND THE BOOK
ASSESSMENT: MAKING RESPONSIBLE CHOICES
ASSESSMENT:CATEGORIES AND CHARACTERISTICS
IMPLICATIONS FOR DEVELOPING SCHOOLWIDE ASSESSMENT PROGRAMS
IMPLICATIONS FOR DEVELOPING DISTRICTWIDE ASSESSMENT PROGRAMS
REVISITING THE VIGNETTE
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
PART III READING SPECIALISTS AND COACHES: LEADING PRINCIPLED PRACTICE
CHAPTER SIX formerly Ch. 5
Differentiating Instruction to Meet Learners’ Needs: Framing Literacy Intervention
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
PROVIDING AN APPROPRIATE LEARNING ENVIRONMENT
CHANGING PERSPECTIVES ON INTERVENTION
RESPONSE TO INTERVENTION (RtI) IN THE ELEMENTARY SCHOOL
REVISITING THE VIGNETTE
INTERVENTION AT THE PRESCHOOL AND KINDERGARTEN LEVELS
INTERVENTION AT THE MIDDLE AND HIGH SCHOOL LEVELS
THE ROLE OF THE READING PROFESSIONAL IN RtI
RtI ISSUES TO CONSIDER
POINTS TO REMEMBER
REVISITING THE VIGNETTE
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
CHAPTER SEVEN formerly Ch. 6
Language and Literacy Development for English Learners
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
SUPPORTING LANGUAGE AND LITERACY DEVELOPMENT FOR ENGLISH LEARNERS
LANGUAGE AND LITERACY DEVELOPMENT
FOR ENGLISH LEARNERS
SUPPORTING ENGLISH LEARNERS WITH EFFECTIVE LITERACY INSTRUCTION
BEYOND THE BOOK
REVISITING THE VIGNETTE
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
CHAPTER EIGHT formerly Ch. 7
Implementing a Comprehensive Literacy Program in the Elementary School
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
THE READING AND LANGUAGE ARTS CURRICULUM IN
THE ELEMENTARY SCHOOL
FOUNDATIONS FOR LEARNING TO READ
BEYOND THE BOOK
RECENT INSIGHTS INTO EFFECTIVE PRACTICE
REVISITING THE VIGNETTE
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
CHAPTER NINE formerly Ch. 8
Implementing a Comprehensive Literacy Program in Middle and Secondary Schools
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
ADOLESCENT LITERACY: ISSUES AND PERSPECTIVES
REVISITING THE VIGNETTE
THE CALL FOR REFORM IN ADOLESCENT LITERACY
WHAT ADOLESCENT READERS NEED
NEW LITERACIES AND THE READING PROFESSIONAL
BEYOND THE BOOK
MOTIVATION AND THE ADOLESCENT LEARNER
ASSESSMENT ISSUES IN ADOLESCENT LITERACY
ROLE OF THE READING PROFESSIONAL IN ADOLESCENT LITERACY
REVISITING THE VIGNETTE
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
CHAPTER TEN formerly Ch. 9
Selecting and Evaluating Instructional Materials and Technology Resources
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
THE TEXTBOOK AND INSTRUCTIONAL MATERIALS
ADOPTION PROCESS
GUIDELINES FOR SELECTING INSTRUCTIONAL
MATERIALS FOR READING AND LANGUAGE ARTS
BEYOND THE BOOK
WORKING WITH PUBLISHERS AND SALES REPRESENTATIVES
TECHNOLOGY: IN AND OUT OF SCHOOL LITERACIES
THE LITERACY TEACHER AND EFFECTIVE TECHNOLOGY USE
THE ROLE OF THE LITERACY PROFESSIONAL AND TECHNOLOGY
REVISITING THE VIGNETTE
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
NOTES
PART IV READING SPECIALISTS AND COACHES: LEADING GROWTH AND CHANGE
CHAPTER ELEVEN (same)
Planning and Implementing Multi-Dimensional Professional Development
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS
VIGNETTE
CREATING A PROFESSIONAL DEVELOPMENT PLAN (PDP)
PLANNING AND LEADING PROFESSIONAL DEVELOPMENT WORKSHOPS
BEYOND THE BOOK
REVISITING THE VIGNETTE
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
CHAPTER TWELVE formerly Ch. 13
Moving the Field Forward as Leaders, Researchers, and Advocates
LEARNING GOALS
STANDARDS FOR READING PROFESSIONALS: READING SPECIALISTS/LITERACY COACHES
VIGNETTE
CONTINUING THE PROFESSIONAL JOURNEY
INVOLVEMENT IN PROFESSIONAL ORGANIZATIONS
WRITING SUCCESSFUL GRANT PROPOSALS
ROLE OF THE READING SPECIALIST/LITERACY COACH IN
SUPPORTING CLASSROOM RESEARCH
THE READING SPECIALIST AND LITERACY COACH AS
LITERACY ADVOCATES
REVISITING THE VIGNETTE
ADULT LITERACY AND FAMILY LITERCY
BEYOND THE BOOK
POINTS TO REMEMBER
PORTFOLIO AND SELF-ASSESSMENT PROJECTS
RECOMMENDED READINGS
COMPANION WEBSITE RESOURCES
APPENDIXES
Appendix A Literacy History Prompts
Appendix B Examples of Two Schools’ Vision Statements
Appendix C Standards-Based Curriculum Framework
Appendix D Sample Needs Assessment Survey
Appendix E Sample Needs Assessment Summary
Appendix F Sample Two-Year Plan/Grid
References Index