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Linda B. Gambrell, PhD, is Distinguished Professor in the Eugene T. Moore School of Education at Clemson University. Her major research interests are in the areas of reading comprehension, literacy motivation, and the role of discussion in teaching and learning. She has published numerous books and articles on reading instruction, comprehension strategy instruction, and literacy motivation. She is a recipient of the Outstanding Teacher Educator in Reading Award from the International Literacy Association (ILA), the Albert J. Kingston Award from the Literacy Research Association (LRA), the Laureate Award from the Association of Literacy Educators and Researchers (ALER), and most recently, the Oscar S. Causey Award from LRA. She is past president of the IRA, LRA, and ALER and a member of the Reading Hall of Fame.
Lesley Mandel Morrow, PhD, is Distinguished Professor of Literacy and Director of the Center for Literacy Development at the Graduate School of Education at Rutgers, The State University of New Jersey. Her research, which she conducts with children and families from diverse backgrounds, deals with early literacy development and the organization and management of language arts programs and literacy rich environments. Dr. Morrow has published more than 300 journal articles, chapters, and books. Her work has been recognized with awards including the Outstanding Teacher Educator in Reading Award and the William S. Gray Citation of Merit, both from the IRA, and the Oscar S. Causey Award from the LRA for outstanding contributions to reading research. Dr. Morrow is past president of the IRA and is a member and past president of the Reading Hall of Fame.
Table of Contents
I. Perspectives on Best Practices 1. Evidence-Based Best Practices for Comprehensive Literacy Instruction in the Age of Common Core Standards, Linda B. Gambrell, Jacquelynn A. Malloy, Barbara A. Marinak, & Susan Anders Mazzoni 2. Current Issues and Best Practices in Literacy Instruction, Vicki B. Griffo, Christina L. Madda, P. David Pearson, & Taffy E. Raphael 3. Best Practices for Motivating Students to Read, John T. Guthrie II. Best Practices for All Students 4. Best Practices in Early Literacy: Preschool, Kindergarten, and First Grade, Diane H. Tracey & Lesley Mandel Morrow 5. Best Practices to Change the Trajectory of Struggling Readers, Victoria J. Risko & Doris Walker-Dalhouse 6. Best Practices for Teaching Dual Language Learners: Leveraging Everyday Literacies, Michael Domínguez & Kris D. Gutiérrez 7. Best Practices in Adolescent Literacy Instruction, Douglas Fisher & Nancy Frey III. Evidence-Based Strategies for Literacy Learning and Teaching 8. Best Practices in Teaching Phonological Awareness and Phonics, Patricia M. Cunningham 9. Best Practices in Vocabulary Instruction, Camille L. Z. Blachowicz & Peter J. Fisher 10. Best Practices in Narrative Text Comprehension Instruction, Janice F. Almasi & Susan J. Hart 11. Best Practices in Informational Text Comprehension Instruction, Nell K. Duke & Nicole M. Martin 12. Best Practices in Fluency Instruction, Melanie R. Kuhn & Timothy Rasinski 13. Best Practices in Teaching Writing, Karen Bromley 14. Best Practices in Reading Assessment: Working toward a Balanced Approach, Peter Afflerbach, Byeong-Young Cho, Maria Elliker Crassas, & Jong-Yun Kim IV. Perspectives on Special Issues 15. Best Practices in Teaching the New Literacies of Online Research and Comprehension, Donald J. Leu, Lisa Zawilinski, Elena Forzani, & Nicole Timbrell 16. Organizing Effective Literacy Instruction: Differentiating Instruction to Meet Student Needs, D. Ray Reutzel, Sarah K. Clark, & Michelle Flory 17. Helping Parents Help Children Achieve the Common Core State Standards: Reaching Out in Different Ways, Jeanne R. Paratore, Patricia A. Edwards, & Lisa M. O’Brien 18. Best Practices in Professional Development for Improving Literacy Instruction in Schools, Sharon Walpole & Michael C. McKenna