Principles of Effective Literacy Instruction, Grades K-5
HardcoverPaperbacke-bookprint + e-book
What are the principles that every elementary teacher must learn in order to plan and adapt successful literacy instruction? This concise course text and practitioner resource brings together leading experts to explain the guiding ideas that underlie effective instructional practice. Each chapter reviews one or more key principles and highlights ways to apply them flexibly in diverse classrooms and across grade levels and content areas. Chapters cover core instructional topics (phonemic awareness, phonics, fluency, vocabulary, and comprehension); high-quality learning environments; major issues such as assessment, differentiation, explicit instruction, equity, and culturally relevant pedagogy; and the importance of teachers’ reflective practice and lifelong learning.
“Parsons and Vaughn have invited a group of extraordinary literacy researchers and practitioners to reflect on state-of-the art principles for teaching students at arguably the most important developmental grade levels. In addition to a laser focus on the most pressing issues of K–5 literacy instruction, the volume honors the work of teachers. Each scholar respectfully presents how instruction can and should cause young readers to maximize their literacy potential. This book is a perfect text for preservice elementary literacy methods courses, will likely be used in reading specialist graduate programs, and can frame lively conversations about effective literacy instruction in professional learning communities.”
—Barbara A. Marinak, PhD, Dean, School of Education, Mount St. Mary's University
“I have learned from both my research and my more than 50 years of working with K–5 classroom teachers that teaching reading is a complex, creative process based in principles, not rules. Teachers must apply those principles in various ways at various times to help students become all they are capable of being. This book helps teachers understand that the key to success is thoughtful adaptation of an array of environmental, instructional, and personal principles. It is a valuable introductory resource for preservice and inservice teachers immersed in the complexities of teaching reading to diverse populations of students.”
—Gerald G. Duffy, EdD, College of Education (Emeritus), Michigan State University
“This book is impressive on several counts, including the caliber of the contributors and the compelling chapter topics. Teacher educators who are intent on preparing preservice teachers for a world in which diversity, equity, and inclusion are the mainstays undergirding effective literacy instruction will find myriad reasons to adopt this book.”
—Donna E. Alvermann, PhD, Department of Language and Literacy Education, University of Georgia
“A detailed, current, and comprehensive guide to the essential elements of teaching reading and other components of literacy. As a former reading specialist, classroom teacher, and administrator, I highly encourage all educational leaders to read this exceptional text for a deeper understanding of the principled approach to literacy instruction.”
—Mary E. McNamee, MS, early childhood specialist, School Readiness Project, Fairfax County Government Office for Children, Virginia
Table of Contents
I. Environment
1. Print- and Text-Rich Classroom Environments, Allison Ward Parsons & Christy Irish
2. Well-Managed and Efficient Literacy Learning Environments, D. Ray Reutzel & Sarah K. Clark
3. Literacy Teaching for Equity, María Paula Ghiso, H. Gerald Campano, & Ankhi G. Thakurta
II. Instruction
4. Phonemic Awareness and Phonics, Evan Ortlieb, Susan Schatz, & Kathy Ganske
5. Reading Fluency, Chase Young, Timothy Rasinski, & Shelly Landreth
6. Comprehension and Vocabulary, Douglas Fisher, Nancy Frey, & Rachelle S. Savitz
7. Assessment, Dixie Massey
8. Appropriate Intervention, Ying Guo & Allison Breit-Smith
9. Effective Differentiation, Steven J. Amendum & Kristin Conradi Smith
10. Explicit Instruction, Dana A. Robertson
11. Using Discussion to Support Literacy Learning, Jacquelynn A. Malloy & Leslie D. Roberts
12. Writing–Reading Integration, Zoi A. Philippakos
13. Literacy in the Disciplines, Cynthia H. Brock, Vicky I. Zygouris-Coe, Andrea Hayden, Joshua Montgomery, Kathleen Kniss, & Katherine Muir Welsh
14. Arranging for Reading Engagement, Gay Ivey & Erika S. Gray
15. Authentic, Challenging Tasks, Roya Q. Scales
16. Autonomy-Supportive Classroom Environments, Samantha T. Ives, Madelyn Stephens Wells, & Seth A. Parsons
17. Culturally Relevant Pedagogy and Multiliteracies, Jennifer D. Turner, Chrystine Mitchell, & Olivia A. Murphy
18. Critical Approaches to Text, Grace Enriquez
19. Integrating Digital Technology, Amy C. Hutchison
20. Adaptive Teaching, Margaret Vaughn
III. Teachers
21. Reflective Practice, Mary McGriff & Michelle Rosen
22. Teachers as Lifelong Learners, Aimee L. Morewood & Julie W. Ankrum
Index
About the Editors
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.
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.
Contributors
Steve Amendum, PhD, School of Education, University of Delaware, Newark, Delaware
Julie W. Ankrum, PhD, Department of Professional Studies in Education, Indiana University of Pennsylvania, Indiana, Pennsylvania
Allison Breit, PhD, School of Education, University of Cincinnati, Cincinnati, Ohio
Cynthia H. Brock, PhD, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Gerald Campano, PhD, Literacy, Culture, and International Education Division, University of Pennsylvania, Philadelphia, Pennsylvania
Sarah K. Clark, PhD, David O. McKay School of Education, Brigham Young University, Provo, Utah
Grace Enriquez, EdD, Language and Literacy Division, Lesley University, Cambridge, Massachusetts
Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University, San Diego, California
Nancy Frey, PhD, Department of Educational Leadership, San Diego State University, San Diego, California
Kathy Ganske, PhD, Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee
María Paula Ghiso, EdD, Teachers College, Columbia University, New York, New York
Erika Gray, PhD, Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, North Carolina
Ying Guo, PhD, School of Education, University of Cincinnati, Cincinnati, Ohio
Andrea Hayden, MA, Albany County School District #1, Laramie, Wyoming
Amy C. Hutchison, PhD, Sturtevant Center for Literacy, George Mason University, Fairfax, Virginia
Christy K. Irish, PhD, College of Education, University of Mary Washington, Fredericksburg, Virginia
Samantha T. Ives, MA, School of Education, George Mason University, Fairfax, Virginia
Gay Ivey, PhD, Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, North Carolina
Kathleen Kniss, PhD, Albany County School District #1, Laramie, Wyoming
Shelly Landreth, EdD, Curriculum and Instruction Department, University of Texas–Permian Basin, Odessa, Texas
Jacquelynn A. Malloy, PhD, Teaching and Learning Department, Clemson University, Clemson, South Carolina
Dixie D. Massey, PhD, Teaching and Learning Department, University of Washington, Seattle, Washington
Mary McGriff, EdD, Department of Literacy Education, New Jersey City University, Jersey City, New Jersey
Chrystine Cooper Mitchell, PhD, Department of Education, York College of Pennsylvania, York, Pennsylvania
Joshua Montgomery, MA, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Aimee L. Morewood, PhD, Department of Curriculum and Instruction/ Literacy Studies, West Virginia University, Morgantown, West Virginia
Olivia Ann Murphy, MA, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, Maryland
Evan Ortlieb, PhD, Zucker Family School of Education, The Citadel, Charleston, South Carolina
Allison Ward Parsons, PhD, Sturtevant Center for Literacy, George Mason University, Fairfax, Virginia
Seth A. Parsons, PhD, Sturtevant Center for Literacy, George Mason University, Fairfax, Virginia
Zoi A. Philippakos, PhD, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, Tennessee
Timothy Rasinski, PhD, School of Teaching, Learning and Curriculum Studies, Kent State University, Kent, Ohio
D. Ray Reutzel, PhD, College of Education, University of Wyoming, Laramie, Wyoming
Leslie D. Roberts, PhD, Department of Curriculum, Foundations, and Reading, Georgia Southern University, Statesville, Georgia
Dana A. Robertson, EdD, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Michelle L. Rosen, EdD, Department of Literacy Education, New Jersey City University, Jersey City, New Jersey
Rachelle Savitz, PhD, College of Education, Clemson University, Clemson, South Carolina
Roya Qualls Scales, PhD, School of Teaching and Learning, Western Carolina University, Cullowhee, North Carolina
Susan Schatz, PhD, The School of Education, St. John’s University, Queens, New York
Kristin Conradi Smith, PhD, Department of Curriculum and Instruction, William & Mary School of Education, Williamsburg, Virginia
Ankhi Guha Thakurta, MA, Literacy, Culture, and International Education Division, University of Pennsylvania, Philadelphia, Pennsylvania
Jennifer Turner, PhD, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, Maryland
Margaret Vaughn, PhD, College of Education, Washington State University, Pullman, Washington
Madelyn Stephens Wells, MEd, School of Education, George Mason University, Fairfax, Virginia
Katherine Muir Welsh, PhD, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Chase J. Young, PhD, School of Teaching and Learning, Sam Houston State University, Huntsville, Texas
Vassiliki (Vicky) I. Zygouris-Coe, PhD, Department of Teaching and Learning Principles, University of Central Florida, Orlando, Florida
Audience
Teacher educators and students; K–5 classroom teachers, literacy specialists/coaches, and staff developers.
Course Use
May serve as a supplemental text in advanced undergraduate- and graduate-level courses such as Elementary Literacy Methods, Elementary Reading Methods, and Literacy Teaching and Learning.