Handbook of Effective Literacy Instruction
Research-Based Practice K-8
Paperbacke-bookprint + e-book
This highly readable handbook synthesizes the best research on K-8 literacy instruction and distills key implications for classroom practice. Noted contributors provide clear recommendations for creating effective, motivating classroom environments; teaching core components of literacy; integrating literacy with content-area instruction; and building a schoolwide literacy program that helps all students succeed. Helpful figures, tables, resource lists, reflection questions, and concrete examples from real classrooms make the book an ideal tool for teacher training and professional development. Numerous
reproducible worksheets and checklists can be downloaded and printed in a convenient 8½“ x 11” size.
“This is what a handbook should be! The range of topics regarding effective literacy instruction is comprehensive. The information provided is accessible and state of the art. The authors address fundamental components of literacy lessons as well as specific teaching practices for meeting the needs of heterogeneous classrooms of students. I look forward to teaching with this volume in the literacy methods course in our elementary teacher education program.”
—Annemarie Sullivan Palincsar, PhD, Jean and Charles Walgreen Chair of Reading and Literacy, University of Michigan
“This brilliantly organized handbook is a treasure trove of important information, provided in an eminently usable format. Today's teachers want to know what the research says about important questions of practice, but are often stymied by research articles lacking in practical application. This volume is written expressly for educators in search of fresh, research-supported tactics to engage students in meaningful literacy work. Readers will find extremely valuable suggestions for their classrooms and for facilitating colleagues' learning. I fully expect to see this book on the desks of teachers, literacy leaders, and principals around the country—it will absolutely remain in a prominent place on my own!”
—Ellin O. Keene, MA, education consultant and author, Denver, Colorado
“A terrific addition to the literature. The consistent structure across the chapters makes the content particularly accessible, with implications for instruction front and center. Cross-referencing among the chapters is also handled well. The range of topics covered includes basic literacy processes as well as 21st-century literacies and the contexts in which literacy is taught and used. The
Handbook demonstrates just how rich the field of literacy research has been, and how much we know about teaching and learning that can support excellent practices across grade levels and school subjects.”
—Taffy E. Raphael, PhD, Department of Curriculum and Instruction, University of Illinois at Chicago
“Taylor and Duke have assembled a first-rate team of researchers and teacher educators who address the critical issues facing practitioners today, in a way that is both research based and highly accessible. This volume is an excellent text for courses in literacy education and a key resource for professional development activities.”
—Dorothy S. Strickland, PhD, Samuel DeWitt Proctor Professor of Education Emerita, Rutgers, The State University of New Jersey
“I'm using this text in my graduate-level Foundations of Literacy course. I reviewed a variety of texts on literacy instruction aligned with CCSS and beyond, and this one was the best! It offers the perfect balance between theory and practice, providing the knowledge needed to make the kinds of instructional decisions that will lead to positive student outcomes. My students use the text as a core required reading text, we discuss it in class, and they use it as a guide to write their reflections about what they are observing in the field. The book is easy to read for new teachers and has a depth of knowledge that veteran teachers are hungry for.”
—Eugenia Mora-Flores, EdD, Rossier School of Education, University of Southern California
Table of Contents
Introduction, Barbara M. Taylor and Nell K. Duke
I. Fundamental Components of Effective Literacy Lessons
1. Motivating Classroom Practices to Support Effective Literacy Instruction, Alysia D. Roehrig, Elizabeth Hammond Brinkerhoff, Erik S. Rawls, and Tim Pressley
2. Literacy Tools Created and Used within Print-Rich Classroom Environments, Misty Sailors, Tracey Kumar, Shannon Blady, and Angeli Willson
3. Grouping Practices, Independent Learning Activities, and Effective Instruction, Barbara M. Taylor
4. Balanced, Differentiated Teaching: Explicit Instruction, Scaffolded Support, and Active Student Responding, Debra S. Peterson
5. Classroom Literacy Assessment: Strategies for Informing Instruction and Monitoring Student Progress, Sheila W. Valencia and Heather Hebard
6. Culturally Responsive Literacy Instruction, Ellen McIntyre and Jennifer Danridge Turner
7. Digital Literacy, Susan Watts Taffe and Laurie B. Bauer
II. Effective Teaching and Assessment to Develop Essential Literacy Abilities in Students
8. Automaticity versus Fluency: Developing Essential Literacy Abilities with Print, Susan Dougherty Johnson and Melanie R. Kuhn
9. Today's Comprehension Strategy Instruction: "Not Your Father's Oldsmobile," Katherine A. Dougherty Stahl
10. Comprehension: High-Level Talk and Writing about Texts, Keli Garas-York, Lynn E. Shanahan, and Janice F. Almasi
11. Vocabulary Instruction, Linda Kucan
12. Effective Writing Instruction in the 21st Century, Gary A. Troia
13. Reading and Writing Specific Genres, Nell K. Duke and Lynne M. Watanabe
III. Effective Integration of Literacy with Instruction in Content Areas
14. Integration of Literacy and Science, Gina Cervetti
15. Integration of Literacy and Social Studies, Anne-Lise Halvorsen, Janet Alleman, and Kristy Brugar
16. Integration of Literacy and Mathematics, Ellen Fogelberg, Patti Satz, and Carole Skalinder
17. Integration of Literacy and the Arts: Creating Classrooms That Perform, Douglas Fisher, Nan L. McDonald, and Nancy Frey
IV. Essential Collaborations for Effective Schoolwide Literacy Instruction
18. Developing and Implementing a Framework for Ongoing Schoolwide Reading Improvement, Barbara M. Taylor
19. Improving the School Literacy Program: Developing Coherence in Curriculum, Instruction, and Assessments, Catherine M. Weber
20. Improving the School Reading Program: A New Call for Collaboration, Sharon Walpole and Kristina Najera
21. Professional Learning: Professional Learning Communities, Whole-School Meetings, and Cross-School Sharing, Debra S. Peterson
22. Professional Learning with and from a Literacy Coach: A Poem in Two Voices, Misty Sailors, Katie Russell, Heather Augustine, and Kerry Alexander
23. Partnering with Parents, Kathryn Roberts
About the Editors
Barbara M. Taylor, EdD, is Professor Emerita of Literacy Education at the University of Minnesota, where she is also founder and past director of the Minnesota Center for Reading Research. A member of the Reading Hall of Fame, she is a recipient of the Oscar S. Causey Award from the National Reading Conference (NRC, now the Literacy Research Association) and the Albert J. Harris Award and the Outstanding Teacher Educator Award from the International Reading Association (IRA). Dr. Taylor's research interests include reading comprehension and high-level talk and writing about text, elementary schoolwide reading improvement, early reading intervention, and the elements of effective instruction that contribute to children's success in reading. She has published numerous books, book chapters, and journal articles.
Nell K. Duke, EdD, is Professor of Language, Literacy, and Culture and an affiliate of the Combined Program in Education and Psychology at the University of Michigan. She is a recipient of honors including early career awards from the American Educational Research Association and the NRC, the Dina Feitelson Research Award from the IRA, and the Promising Researcher Award from the National Council of Teachers of English. Dr. Duke's research interests include the development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She is coauthor or coeditor of several books and has published numerous journal articles.
Contributors
Kerry Alexander, BS, College of Education, University of Texas at Austin and Austin Independent School District, Austin, Texas
Janet Alleman, PhD, Department of Teacher Education, Michigan State University, East Lansing, Michigan
Janice F. Almasi, PhD, Department of Curriculum and Instruction, University of Kentucky, Lexington, Kentucky
Heather Augustine, MEd, Austin Independent School District, Austin, Texas
Laurie B. Bauer, MEd, Literacy and Second Language Studies Program, University of Cincinnati, Cincinnati, Ohio
Shannon Blady, MEd, Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, Texas
Elizabeth Hammond Brinkerhoff, MA, Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, Florida
Kristy Brugar, MEd, Department of Teacher Education, Michigan State University, East Lansing, Michigan
Gina Cervetti, PhD, Program in Language, Literacy, and Culture, Department of Educational Studies, University of Michigan, Ann Arbor, Michigan
Nell K. Duke, EdD, Program in Language, Literacy, and Culture, Department of Educational Studies, University of Michigan, Ann Arbor, Michigan
Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University, San Diego, California
Ellen Fogelberg, MST, Evanston/Skokie School District 65, Evanston, Illinois
Nancy Frey, PhD, Department of Teacher Education, San Diego State University, San Diego, California
Keli Garas-York, PhD, Department of Elementary Education and Reading, Buffalo State College, Buffalo, New York
Anne-Lise Halvorsen, PhD, Department of Teacher Education, Michigan State University, East Lansing, Michigan
Heather Hebard, PhD, Department of Language, Literacy, and Culture, University of Washington, Seattle, Washington
Susan Dougherty Johnson, EdD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey
Linda Kucan, PhD, Department of Instruction and Learning, University of Pittsburgh, Pittsburgh, Pennsylvania
Melanie Kuhn, PhD, Department of Curriculum and Teaching, Boston University, Boston, Massachusetts
Tracey Kumar, MEd, Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, Texas
Nan L. McDonald, EdD, School of Music and Dance, San Diego State University, San Diego, California
Ellen McIntyre, EdD, Department of Elementary Education, North Carolina State University, Raleigh, North Carolina
Kristina Najera, PhD, Department of Curriculum, Instruction, and Technology Education, Temple University, Philadelphia, Pennsylvania
Debra S. Peterson, PhD, Minnesota Center for Reading Research, University of Minnesota, Minneapolis, Minnesota
Tim Pressley, MEd, Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, Florida
Erik S. Rawls, BA, Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, Florida
Kathryn Roberts, PhD, Department of Reading, Language, and Literature, Wayne State University, Detroit, Michigan
Alysia D. Roehrig, PhD, Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, Florida
Katie Russell, MAT, Department of Curriculum and Instruction, University of Texas at Austin, Austin, Texas
Misty Sailors, PhD, Department of Interdisciplinary Learning and Teaching
, University of Texas at San Antonio,San Antonio, Texas
Patti Satz, MEd, Evanston/Skokie School District, Evanston, Illinois
Lynn E. Shanahan, PhD, Department of Learning and Instruction, State University of New York at Buffalo, Buffalo, New York
Carole Skalinder, MST, Evanston/Skokie School District, Evanston, Illinois
Katherine A. Dougherty Stahl, EdD, Department of Teaching and Learning, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York
Barbara M. Taylor, EdD, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, Minnesota
Gary A. Troia, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan
Jennifer Danridge Turner, PhD, Department of Teaching, Learning, Policy, and Leadership, University of Maryland, College Park, Maryland
Sheila W. Valencia, PhD, Department of Language, Literacy, and Culture, University of Washington, Seattle, Washington
Sharon Walpole, PhD, School of Education, University of Delaware, Newark, Delaware
Lynne M. Watanabe, MA, Educational Psychology and Educational Technology Program, Michigan State University, East Lansing, Michigan
Susan Watts Taffe, PhD, Literacy and Second Language Studies Program, University of Cincinnati, Cincinnati, Ohio
Catherine M. Weber, PhD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona
Angeli Willson, MEd, Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, Texas
Audience
Teacher educators and literacy researchers; K–8 staff developers and classroom teachers.
Course Use
May serve as a text in such courses as Reading Instruction and Methods of Literacy Instruction K–8.