In the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and hotly debated questions. Contributors analyze the existing knowledge on core aspects of literacy education, describe how science is currently informing practice, and identify important methodological challenges and research directions. A highlight of the book is a chapter in which Michael Pressley offers an insightful critique of Reading First as well as practical recommendations for improving future policies.

How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds: Developing Self Regulated Learners , Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching. If instruction emphasizes the interrelationships of these three language areas, students learn how to transfer knowledge, skills, and strategies across literacy events. This is complex theory, but the authors provide clear and practical examples to support teachers as they incorporate these ideas into their classroom practices. Grounded in authentic experiences from primary classrooms, this book provides: Explanations of processing behaviors among reading, writing, and spelling knowledgeObservational tools that support teachers in noticing changes over time in specific literacy behaviorsGuidance on creating conditions for developing self-regulated learnersAuthentic reading and writing samples and teacher/student interactionsFigures and pictures that clearly describe how teachers can use assessment to inform and guide instruction, with links to national standardsDetails for establishing a school-based literacy model that includes team meetings, assessment walls, high standards, and a curriculum for literacyAppendixes with reproducible assessment checklists, report cards, task cards for literacy corners, and guided reading observation forms for team meetingsWith a national emphasis on accountability, high standards, and literacy achievement, Shaping Literate Minds will help teachers and administrators implement a high-quality literacy curriculum that links to national and state goals.

This is a book about problem solving--an internal tool that shapes the cognitive development of young readers and writers. At the same time, it is a book about the role of the teacher and the curriculum in structuring problem-solving opportunities. It is a book that advocates for schools to create intellectual environments that make literate thinking a top priority for children. Finally, it is a book that presents teaching and learning as collaborative processes between many people with a common goal--literacy for children. from the Introduction. How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds, Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching. If instruction emphasizes the interrelationships of these three language areas, students learn how to transfer knowledge, skills, and strategies across literacy events. This is complex theory, but the authors provide clear and practical examples to support teachers as they incorporate these ideas into their classroom practices. Grounded in authentic experiences from primary classrooms, this book provides: explanations of processing behaviors among reading, writing, and spelling knowledge; observational tools that support teachers in noticing changes over time in specific literacy behaviors; guidance on creating conditions for developing self-regulated learners; authentic reading and writing samples and teacher/student interactions; figures and pictures that clearly describe how teachers can use assessment to inform and guide instruction, with links to national standards; details for establishing a school-based literacy model that includes team meetings, assessment walls, high standards, and a curriculum for literacy; appendixes with reproducible assessment checklists, report cards, task cards for literacy corners, and guided reading observation forms for team meetings. With a national emphasis on accountability, high standards, and literacy achievement, Shaping Literate Minds will help teachers and administrators implement a high-quality literacy curriculum that links to national and state goals.

This book addresses critical issues related to pre-adolescent and adolescent literacy learners with a focus on closing the achievement gap. Despite efforts by educators and policymakers during the past several decades, certain groups of students—primarily African American students, English language learners, and students from low-income homes—continue to underperform on commonly used measures of academic achievement. Too often, teachers and administrators lack both proper preparation and good ideas to confront these issues. Part I of this volume contains essential background information about specific populations of learners who are not achieving as well as expected. Part II provides descriptions of promising programs that are authored and co-authored by practitioners and researchers working collaboratively. The result is a valuable resource for those involved in teaching and setting policy for literacy education in grades 4 through 12.

What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent authorities describe ways to help teachers succeed by using peer coaching, cross-disciplinary collaboration, lesson study, and other professional development models. All aspects of instruction and assessment are addressed, including high-stakes writing assessments, applications of technology, motivational issues, writing in different genres and subject areas, and teaching struggling writers.

This second edition enhances the "five big ideas" for raising reading achievement with seven cognitive strategies and more than twenty "teaching for learning" tips for daily instruction.

In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.