9780132316415

Issues and Trends in Literacy Education

by ;
  • ISBN13:

    9780132316415

  • ISBN10:

    0132316412

  • Edition: 5th
  • Format: Paperback
  • Copyright: 1/25/2011
  • Publisher: Pearson

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Summary

In Issues and Trends in Literacy Education, 5/e,well-respected authors Dick Robinson #xA0;Mike McKenna, and Kristin Conradi pull together the research and opinions of some of today#x19;s leading literacy educators to give readers an authoritative look at all crucial aspects of reading and writing education. This edition is completely revised to include all new, current articles and readings, including new chapters on English language learners and technology, and the scrupulously researched material meets the NCATE/International Reading Association requirements for accreditation of graduate reading programs.

Author Biography

Richard D. Robinson is Professor of Literacy Education at the University of Missouri—Columbia. He is the author of 10 books and numerous articles on many areas of literacy development. His national prominence in the field of literacy has been acknowledged through many awards, such as the William H. Byler Distinguished Professor Award..

Michael C. McKenna is Thomas G. Jewell Professor of Reading at the University of Virginia.  He has authored, coauthored, or edited 21 books and more than 100 articles, chapters, and technical reports on a range of literacy topics.

Kristin Conradi is a doctoral candidate at the University of Virginia. She has taught literacy in kindergarten, second, and fourth grades in high-poverty, inner city schools, and she has worked as a reading specialist in grades K-3. She has served as a clinician in the McGuffey Reading Clinic, where she has worked extensively with young children who suffer from severe reading problems.

Table of Contents

Chapter 1 Word Recognition

History of Phonics Instruction

Barbara J. Walker

 

Chapter 2 Fluency

What Is Fluent Reading and Why Is It Important?

Melanie R. Kuhn

Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence

Tim Rasinski, Susan Homan, and Marie Biggs

One-Minute Fluency Measures

Theresa A. Deeney

 

Chapter 3 Comprehension

Reading through a Disciplinary Lens

Connie Juel, Heather Hebard, Julie Park Haubner, and Meredith Moran

Reading Comprehension Instruction: Focus on Content or Strategies?

Margaret G. McKeown, Isabel L. Beck, and Ronette G. K. Blake

Increasing Opportunities to Acquire Knowledge through Reading

Gina N. Cervitti, Carolyn A. Jaynes, and Elfrieda H. Hiebert

 

Chapter 4 Vocabulary

Vocabulary Development during Read-alouds: Primary practices

Karen J. Kindle

The Vocabulary-rich Classroom

Holly B. Lane and Stephanie Arriaza Allen

Closing the Vocabulary Gap

Jane L. David

 

Chapter 5 English Learners

Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research

Claude Goldenberg

Supporting Content Learning for English Learners

Eurydice B. Bauer, Patrick C. Manyak, Crystal Cook

 

Chapter 6 Literacy Coaching

What Matters for Elementary Literacy Coaching? Guiding Principles of Instructional Improvement and Students Achievement

Susan L’Allier, Laurie Elish-Piper, and Rita M. Bean

Models of Coaching

Michael C. McKenna and Sharon Walpole

 

Chapter 7 Adolescent Literacy

The Adolescent in Adolescent Literacy

Thomas W. Bean and Helen Harper

The Literacy Needs of Adolescents in Their Own Words

Sharon M. Pitcher, Gilda Martinez, Elizabeth A. Dicembre, Darleen Fewster, and

Montana K. McCormick

 

Chapter 8 Technology

21st-Century Literacies: A Policy Research Brief

National Council of Teachers of English

Rethinking Online Reading Assessment

Julie Coiro

 

Chapter 9 Writing

What Is Happening in the Teaching of Writing?

Arthur N. Applebee and Judith A. Langer

Issues and Trends in Writing

Michael T. Moore

 

Chapter 10 Response to Intervention

Response to Intervention (RTI): What Every Reading Teacher Should Know

Eric E. M. Mesmer & Heidi Ann Mesmer

Rethinking Response to Intervention at Middle and High School

Lynn S. Fuchs, Donald Fuchs, and Donald L. Compton

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