Reading Specialists and Literacy Coaches in the Real World, Third Edition, is a unique book designed to prepare reading specialists and literacy 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 specialist and literacy coaches, including: teacher and diagnostician, intervention provider, curriculum designer, professional developer, coach/ mentor/supervisor, literacy program evaluator, action researcher, and literacy leader.

This Third Edition emphasizes leadership for informed decision making, including standards schools must meet relative to curriculum, advances in technology, and programs for professional development, and economic challenges faced by schools. This book may be used for professional development by reading specialists and literacy coaches, and to prepare administrators to coordinate, implement, and evaluate programs for teaching reading/language arts.

MaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. MaryEllen 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 fifteen books, including Reading Specialists and Literacy Coaches in the Real World (3rd ed., 2011) and the SIOP® book series. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. She 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. Dr. Shearer's interests focus on the changing roles of reading professionals, adolescent literacy, and effective literacy intervention programs and practices. She lives in the Blue Ridge Mountains of Western North Carolina with her husband, Michael.

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

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Reading Specialists and Literacy Coaches in the Real World

9780137055395

0137055390

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