Meeting a tremendous need for K–8 schools and educators, this timely book outlines core principles for counteracting the disruptions of the pandemic and recovering from learning loss. The authors present a holistic approach to responsive literacy instruction to support all students’ academic and social–emotional growth, now and in the years to come. Fundamental areas of learning recovery are addressed—developing schoolwide action plans, partnering with families and communities, building collaborative literacy leadership, assessing for differentiated instruction, planning targeted interventions, and implementing supplemental learning programs. Every chapter includes relevant research findings, clear examples of principles in action, and reflection questions that help educators apply the concepts they have learned.

“What a timely volume for thinking through how to address the needs of students and teachers as we recover from years of pandemic teaching and learning! This book would be suitable for a school- or districtwide professional book study. It emphasizes the importance of creating school environments and instructional supports that draw on the community's assets and teachers' professional knowledge and strengths. Chapters offer both theoretical and practical advice about collaborating meaningfully toward an adaptive, culturally responsive approach to helping students grow academically and socially.”

—Jacquelynn A. Malloy, PhD, Department of Teaching and Learning, Clemson University College of Education

“Vaughn and Parsons present a systemic and comprehensive approach to literacy that embeds equitable practices and focuses on strengths. The book highlights the intersection of literacy and social–emotional learning (SEL). I love how it emphasizes the importance of relationship building. The more we know our students, the better we can provide instruction that is culturally relevant and interesting to individual learners.”

—Susan J. Davis, MA, SEL Coordinator, St. Vrain Valley School District, Longmont, Colorado

“Anchored in an assets-based perspective on students, teachers, and schools, this book offers specific, actionable ideas to accelerate learning recovery for all students. Vaughn and Parsons's practical recommendations draw on decades of research. This book is a 'must read' for school leaders looking to improve the literacy achievement of culturally and linguistically diverse students.”

—Melissa A. Gallagher, PhD, Department of Curriculum and Instruction, University of Houston

“Vaughn and Parsons take a fresh look at adaptive instruction, beginning with the full community and inviting schools to partner and reflect with purpose. The book shows how to link teaching, leadership, and organizational practices in creating a schoolwide vision that positions teachers as leaders and fosters a learning culture, while centering equity. The authors explore ways to implement more flexible differentiation strategies in place of strict reading levels. I hope that district leaders and school teams will use this book as they are recreating schools for all.”

—Sharon Walpole, PhD, School of Education, University of Delaware

1. Introduction: What Do We Need Now to Support Literacy Learning in Our Schools? sample

2. Schools and Communities Partnering for Literacy

3. Developing a Schoolwide Action Plan

4. Collaborative and Distributed Literacy Leadership

5. Assessment for Differentiated Literacy Instruction

6. Interventions That Emphasize Literacy Skills, Motivation, and Cultural Relevance

7. Supplemental Learning Programs in and out of School

8. Planning Ahead

References

Index

About the Authors

Margaret Vaughn, PhD, is Professor in the Department of Teaching and Learning at Washington State University. She teaches in the program areas of Research and Literacy, Language, and Technology. As a former classroom teacher, Dr. Vaughn recognizes the valuable role of teacher input and decision making in policy and practice and supports efforts to develop equity-focused learning environments. She is an advocate for student agency and developing equitable schools across the nation. Her award-winning research addresses issues of teacher practice and contemporary educational issues. Dr. Vaughn is coeditor of Principles of Effective Literacy Instruction, Grades K–5, and coauthor of Accelerating Learning Recovery for All Students and Teaching with Children’s Literature.

Seth A. Parsons, PhD, is Professor in the Sturtevant Center for Literacy in the School of Education at George Mason University. He teaches in the Elementary Education, Literacy, and Research Methods program areas. His award-winning research focuses on student motivation and engagement, teacher instructional adaptations, and teacher education and development. Dr. Parsons is currently coeditor of the Journal of Literacy Research and is past president of the Association of Literacy Educators and Researchers. He is coeditor of Principles of Effective Literacy Instruction, Grades K–5, and coauthor of Accelerating Learning Recovery for All Students.

All titles by Seth A. Parsons

Audience

K–8 literacy leaders, staff developers, and classroom teachers; school and district administrators; teacher educators and students.

Course Use

May serve as a supplemental text in advanced undergraduate- and graduate-level courses such as Elementary Reading Methods and Literacy Interventions.

Accelerating Learning Recovery for All Students

Core Principles for Getting Literacy Growth Back on Track

Margaret Vaughn and Seth A. Parsons

Table of Contents

About the Authors

Audience

Course Use