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This book provides a comprehensive review of the current knowledge on writing and publishing scientific research papers and the social contexts. It deals with both English and non-Anglophone science writers, and presents a global perspective and an international focus. The book collects and synthesizes research from a range of disciplines, including applied linguistics, the sociology of science, sociolinguistics, bibliometrics, composition studies, and science education. This multidisciplinary approach helps the reader gain a solid understanding of the subject. Divided into three parts, the book considers the context of scientific papers, the text itself, and the people involved. It explains how the typical sections of scientific papers are structured. Standard English scientific writing style is also compared with science papers written in other languages. The book discusses the strengths and challenges faced by people with different degrees of science writing expertise and the role of journal editors and reviewers.

This open access book provides a detailed and up-to-date account of the relevant literature on the legibility of different kinds of typefaces, which goes back over 140 years in the case of reading from paper and more than 50 years in the case of reading from screens. It describes the origins of serif and sans serif styles in ancient inscriptions, their adoption in modern printing techniques, and their legibility in different situations and in different populations of readers. It also examines recent research on the legibility of serif and sans serif typefaces when used with internet browsers, smartphones and other hand-held devices. The book investigates the difference in the legibility of serif typefaces and sans serif typefaces when they are used to produce printed material or when they are used to present material on computer monitors or other screens and it explores the differences in readers'preferences among typefaces. The book's main focus is on the psychology of reading, but there are clear implications for education and publishing. Indeed, the book can be read with benefit by anyone concerned with communicating with others through written text, whether it is printed on paper or displayed on computer screens.

J. Anthony Blair is a prominent international figure in argumentation studies. He is among the originators of informal logic, an author of textbooks on the informal logic approach to argument analysis and evaluation and on critical thinking, and a founder and editor of the journal Informal Logic. Blair is widely recognized among the leaders in the field for contributing formative ideas to the argumentation literature of the last few decades. This selection of key works provides insights into the history of the field of argumentation theory and various related disciplines. It illuminates the central debates and presents core ideas in four main areas: Critical Thinking, Informal Logic, Argument Theory and Logic, Dialectic and Rhetoric.

This volume is the first published collection of papers on the impact of diglossia and dialectal variations on language and literacy acquisition, impairment, and education. The authors are pioneering in this field and are leading researchers with substantial experience in conducting research in this area. A wide range of areas and languages are covered, including the US, South Africa, Israel, and various European countries. The chapters present novel data and insights regarding the role of dialectal variations on language and literacy, from a wide range of countries and perspectives. These insights have significant theoretical and practical implications.A majority of literacy learners worldwide are taught to read and write in a language variety or a dialect that is not the same as their spoken language. Not only is this the global norm, but it is probably also the greatest obstacle to literacy learning. This volume is the first published collection of papers on therole of dialect in language and literacy acquisition, impairment, and education in a variety of languages and situations across Europe, the Middle East, North America, Africa, and Asia.The authors are pioneers in this field.

This book offers the proceedings of the Second International Data Science Conference (iDSC2019), organized by Salzburg University of Applied Sciences, Austria. The Conference brought together researchers, scientists, and business experts to discuss new ways of embracing agile approaches to various facets of data science, including machine learning and artificial intelligence, data mining, data visualization, and communication. The papers gathered here include case studies of applied techniques, and theoretical papers that push the field into the future. The full-length scientific-track papers on Data Analytics are broadly grouped by category, including Complexity; NLP and Semantics; Modelling; and Comprehensibility. Included among real-world applications of data science are papers on Exploring insider trading using hypernetworksData-driven approach to detection of autism spectrum disorderAnonymization and sentiment analysis of Twitter posts Theoretical papers in the book cover such topics as Optimal Regression Tree Models Through Mixed Integer Programming; Chance Influence in Datasets with Large Number of Features; Adversarial Networks — A Technology for Image Augmentation; and Optimal Regression Tree Models Through Mixed Integer Programming. Five shorter student-track papers are also published here, on topics such as State-of-the-art Deep Learning Methods to effect Neural Machine Translation from Natural Language into SQLA Smart Recommendation System to Simplify Projecting for a HMI/SCADA Platform Use of Adversarial Networks as a Technology for Image AugmentationUsing Supervised Learning to Predict the Reliability of a Welding Process The work collected in this volume of proceedings will provide researchers and practitioners with a detailed snapshot of current progress in the field of data science. Moreover, it willstimulate new study, research, and the development of new applications.

William Frawley University of Delaware Several years ago, I performed a kind of perverse experiment. I showed, to several linguistic colleagues, the following comment made by Walker Percy (in The Message in the Bottle): language is too important a problem to be left only to linguists. The linguists'responses were peculiarly predictable:'What does Percy know? He's a mercenary outsider, a novelist, a psychiatrist! How can he say something like that?'Now, it should be known that the linguists who said such things in response were ardent followers of the linguistic vogue: to cross disciplines at whim for the sake of explanation---any explanation. It was odd, to say the least: Percy was damned by the very people who agreed with him! Fortunately, the papers in this book, though radically interdisciplinary, do not fall prey to the kind of hypocrisy described above. The papers (from the Third Delaware Symposium on Language Studies) address the question of literacy---a linguistic problem too important to be left only to linguists--but many of the authors are not linguists at all, and those who are linguists have taken the care to see beyond the parochialism of a single discipline. The subsequent papers have been written by psychologists, linguists, anthropologists, computer scientists, and language teachers to explain the problem of how humans develop, comprehend, and produce extended pieces of informa­ tion (discourses and texts).

This book brings together in one place David Hitchcock's most significant published articles on reasoning and argument. In seven new chapters he updates his thinking in the light of subsequent scholarship. Collectively, the papers articulate a distinctive position in the philosophy of argumentation.Among other things, the author:•develops an account of “material consequence” that permits evaluation of inferences without problematic postulation of unstated premises.•updates his recursive definition of argument that accommodates chaining and embedding of arguments and allows any type of illocutionary act to be a conclusion. •advances a general theory of relevance.•provides comprehensive frameworks for evaluating inferences in reasoning by analogy, means-end reasoning, and appeals to considerations or criteria.•argues that none of the forms of arguing ad hominem is a fallacy.•describes proven methods of teaching critical thinking effectively.

This volume presents a selection of papers reflecting key theoretical issues in argumentation theory. Its six sections are devoted to specific themes, including the analysis and evaluation of argumentation, argument schemes and the contextual embedding of argumentation. The section on general perspectives on argumentation discusses the trends of empiricalization, contextualization and formalization, offers descriptions of the analytical and evaluative tools of informal logic, and highlights selected principles that argumentation theorists do and do not agree upon. In turn, the section on linguistic approaches to argumentation focuses on the problem of distinguishing between explanation and argument, while also elaborating on the role of verbal indicators of argument schemes. All essays included in this volume point out notable recent developments in the study of argumentation.

Testifying to the maturity of the youth literacy education field, this collection of papers displays the increasing sophistication of research on the subject, and at the same time offers pointers to its potential for development in the next decade. The contributors track the rapid proliferation of youth literacies in today's digital age, from video games to social media and film production. Drawing on detailed research and an intimate knowledge of youth communities in nations as diverse as Canada and Uganda, they provide notable examples of digital literacies in situ, and challenge conventional wisdom about literacy education.The chapters do more, however, than merely offer reportage of a crisis in literacy education. The authors embrace the core challenge faced by educators everywhere: how to incorporate and utilize new modes of literacy in education, and how to realize the potential benefits of heterogeneous modern media in youth literacy education, especially in marginalized, remote, and disadvantaged communities. This volume expands our view of digital communications technologies and digital literacies to include complex understandings of how media such as translated videos can serve as learning tools for youths whose access to literacy education is limited. In particular, a number of contributing scholars provide important new information about the praxis of teachers and the literacies adopted by young people in Africa, a continent largely neglected by literacy researchers. This book's global perspective, and its ground-level viewpoint of youth literacy practices in a variety of locations, problematizes normative assumptions about researching literacy as well as about literacy itself.

Topical Themes in Argumentation Theory brings together twenty exploratory studies on important subjects of research in contemporary argumentation theory. The essays are based on papers that were presented at the 7th Conference of the International Society for the Study of Argumentation (ISSA) in Amsterdam in June 2010. They give an impression of the nature and the variety of the kind of research that has recently been carried out in the study of argumentation.The volume starts with three essays that provide stimulating theoretical perspectives on argumentation. Subsequently, some views are explained on the intriguing topics of ‘dissensus'and ‘deep disagreement'. After a discussion of three different approaches to the treatment of types of argumentation some classical themes from antique argumentation theory are revisited. The new research area of visual argumentation is explored in the next part. The volume concludes with three reports of experimental studies concerning argumentative discourse.The volume starts with three essays that provide stimulating theoretical perspectives on argumentation. Subsequently, some views are explained on the intriguing topics of ‘dissensus'and ‘deep disagreement'. After a discussion of three different approaches to the treatment of types of argumentation some classical themes from antique argumentation theory are revisited. The new research area of visual argumentation is explored in the next part. The volume concludes with three reports of experimental studies concerning argumentative discourse.The volume starts with three essays that provide stimulating theoretical perspectives on argumentation. Subsequently, some views are explained on the intriguing topics of ‘dissensus'and ‘deep disagreement'. After a discussion ofthree different approaches to the treatment of types of argumentation some classical themes from antique argumentation theory are revisited. The new research area of visual argumentation is explored in the next part. The volume concludes with three reports of experimental studies concerning argumentative discourse.

Elementary teachers of reading have one essential goal—to prepare diverse children to be independent, strategic readers in real life. This innovative text helps preservice and inservice teachers achieve this goal by providing knowledge and research-based strategies for teaching phonemic awareness, phonics, fluency, vocabulary, all aspects of comprehension, and writing in response to literature. Special features include sample lessons and photographs of literacy-rich classrooms. Uniquely interactive, the text is complete with pencil-and-paper exercises and reproducibles that facilitate learning, making it ideal for course use. Readers are invited to respond to reflection questions, design lessons, and start constructing a professional teaching portfolio.

This book presents state-of-the-science research on the components of successful literacy learning and how to target them in contemporary classrooms. The volume builds on and extends the work of Steven Stahl, whose pioneering contributions encompassed the key areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and assessment. Ten classic papers by Stahl are accompanied by 16 new chapters by other leading experts, who highlight Stahl's theoretical, methodological, and instructional innovations; describe how knowledge about each domain continues to evolve; and discuss implications for helping all children become better readers.

In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology. The communicative and visual arts encompass everything from novels and theatrical performances to movies and video games. In today's world, new methods for transmitting information have been developed that include music, graphics, sound effects, smells, and animations. While these methods have been used by television shows and multimedia products, they often represent an unexplored resource in the field of education. By broadening our uses of these media, formats, and genres, a greater number of students will be motivated to see themselves as learners. In 64 chapters, organized in seven sections, teachers and other leading authorities in the field of literacy provide direction for the future: I. Theoretical Bases for Communicative and Visual Arts Teaching Paul Messaris, Section Editor II. Methods of Inquiry in Communicative and Visual Arts Teaching Donna Alvermann, Section Editor III. Research on Language Learners in Families, Communities, and Classrooms Vicki Chou, Section Editor IV. Research on Language Teachers: Conditions and Contexts Dorothy Strickland, Section Editor V. Expanding Instructional Environments: Teaching, Learning, and Assessing the Communicative and Visual Arts Nancy Roser, Section Editor VI. Research Perspectives on the Curricular, Extracurricular, and Policy Perspectives James Squire, Section Editor VII. Voices from the Field Bernice Cullinan and Lee Galda, Section Editors The International Reading Association has compiled in the Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts an indispensable set of papers for educators that will enable them to conceptualize literacy in much broader contexts than ever before. The information contained in this volume will be extremely useful in planning literacy programs for our students for today and tomorrow.

This book provides guidance for improving primary classroom reading instruction. As education stakeholders now recognise, there is an urgent need for policy and practice beyond phonics and for improved reading outcomes. This timely text supports a well-balanced, effective and affective classroom reading programme. The author describes the co-generative work of Belinda, a Brisbane based primary teacher and her Year Three class. In a sequence of 24 descriptive vignettes, she provides details of the activities in which Belinda engages her students­, in weekly sessions dedicated entirely to literary appreciation and educative reading for enjoyment. The project illuminates the beauty of book blether – the significance of students'literary talk. The author applies John Dewey's philosophy on aesthetic experience in explanatory responses to Belinda's teaching, and demonstrates how this work might be replicated in the primary classroom. The book will appeal to pre-service teachers and educators, academics in the field of reading instruction, dialogic pedagogy and literacy improvement, as well as primary school practitioners.

In these changing times of global flows of media and technologies and reports of declining reading enjoyment, researchers, policymakers and educators need to engage anew with essential issues of what counts as reading, what kinds of reading matter and how to support teen reading engagement in school and out-of-school settings.Bringing together contributions from well-known and emerging adolescent literacy researchers from different disciplinary perspectives, this edited collection consolidates contemporary research on teens'volitional print and digital reading, whether in school or out-of-school contexts. The first part of the book offers overviews of what teens are reading, followed by chapters on community support on reading and new ways of researching teen reading. With chapters from North America, Europe, Australia, Asia and the Middle East, the collection will offer multifaceted and complex insights into what, how and why teens read in different contexts. Reflection questions at the end of each chapter encourage readers to consider how the research can be applied in their own research, policy and practice contexts.This book will be of interest to researchers, policymakers and educators who are invested in supporting adolescent-engaged reading with evidence- based policies and strategies.

Applying an asset-based approach, Multimodal Funds of Knowledge in Literacy prepares educators to teach and support diverse students and their families as they negotiate multimodal aspects of literacy learning. Framed by sociocultural theory, multiliteracies, multimodality, and posthumanism, the text combats deficit narratives by providing concrete alternatives that push educators to rethink their practices and support students'and families'cultural and linguistic strengths.Chapters include case studies, vignettes, prompts, and learning samples that will leave readers with valuable insights and new understandings of multimodal funds of knowledge. Comprehensive and instructive, this book is a key text in literacy education, family literacy, and community engagement.

Now in a revised and expanded third edition, this important resource helps teachers understand how good readers comprehend text and how best to support students who are struggling. It presents effective instructional methods for learners at all grade levels, including those with reading disabilities. Every chapter translates state-of-the-art research into practical classroom applications. All facets of comprehension are addressed, including assessment, vocabulary, background knowledge, and text structure. Chapters also cover English learners, intensive intervention, and content literacy. Utility as a teacher guide and course text is enhanced by sample lesson plans, graphic organizers, and chapter-opening study questions. New to This Edition •Chapter on text selection and text structure. •Chapter on teachers'frequently asked questions, providing specific, actionable advice. •More than twice as many sample lesson plans. •Revised throughout with the latest research and teaching techniques.

In this innovative book, David E. Low examines the multifaceted role of humor in critical literacy studies. Talking about how teachers and students negotiate understandings of humor and social critique vis-à-vis school-based critical literacy curriculums, the book co-examines teachers'and students'understandings of humor and critique in schools.Critical literacy centers discussions on power and social roles but often overlooks how students use transgressive humor as a means to interrogate power. Through examples of classroom interactions and anecdotes, Low analyzes the role of humor in classroom settings to uncover how humor interplays with critical inquiry, sensemaking, and nonsense-making. Articulated across the fields of literacy studies and humor studies, the book uses ethnographic data from three Central California high schools to establish linkages and dissonances between critical literacy education and adolescents'joking practices. Adopting the dialectic of punching up and punching down as a conceptual framework, the book argues that developing more nuanced understandings of transgressive humor presents educators with opportunities to cultivate deeper critical literacy pedagogies and that doing so is a matter of social justice.Essential for scholars and students in literacy education, this book adds to the scholarship on critical literacy by exploring the subversive power of humor in the classroom.

Instill a love of poetry in your classroom with the illuminating and inviting lessons from Teach This Poem classroom activities. Co-published with the Academy of American Poets, the leading champion of poets and poetry in the US, this book is an accessible entry-point to teaching poetry and fostering a poetic sensibility in the classroom.Each lesson follows a consistent format, with a warm-up activity to introduce the chosen poem, pair-shares, whole class synthesis, related resources, oral readings, and extension activities. Curated by the AAP, the poems are chosen with an eye toward fostering compassion and representing diverse experiences. Understanding that poetry is a powerful way of seeing the world, the volumes are organized thematically: Volume I is centered on the natural world and Volume II on equality and justice.Aligned with current standards and pedagogy, the lessons in this poem will inspire English teachers and their students alike.

To embrace today's culturally and linguistically diverse secondary English Language Arts (ELA) classrooms, this text presents ways in which teachers can use digital tools in the service of antiracist teaching and developing equity-oriented mindsets in teaching and learning.Addressing how the use of digital tools and literacy practices can be woven into current ELA curricula, and with consistent sections, each chapter covers a different aspect of digital tool use, including multimodal texts, critical media literacies, connection-building, and digital composing. Understanding that no classroom is a monolith, Barnes and Marlatt's timely text presents practical applications and resources suitable for different environments, including urban and rural contexts.The volume is essential reading in courses on ELA/literacy methods and multicultural education.

The 8th edition of this bestselling text provides a framework and instructional strategies for identifying, selecting, and teaching high-quality children's literature for ages 0–8. This new edition's emphasis on diverse literature will assist in positively impacting the lives of all young people. Effective instructional approaches for using literature as a teaching tool are coupled with developmentally appropriate methods for sharing literature with young children. This book is a foundational text for graduate and undergraduate students in early childhood education, early literacy, literacy methods, children's literature, and literature instruction.

This volume introduces teaching methodologies for improving and incorporating representation, inclusion and social justice perspectives in the world language curriculum. Chapters present state-of-the-art research and cover many different language contexts, including French, Spanish, Mandarin, and Portuguese. Authors discuss difficult and hot topics, such as Critical Language Awareness, Critical Race Theory, non-binary language use in gendered languages, culturally sustaining curriculum, teaching heritage language speakers, and more. Ideal for graduate courses, students, and scholars in world language education, the volume offers new pathways and strategies for promoting diversity and equity in the classroom.

The essential guide to teaching literacy skills to K-3 students Reach All Readers is filled with practical tools for every kindergarten and early grade educator. This book addresses the science behind how students learn to read and how educators can apply this information in their classrooms every day. It is jam packed with research on literacy, spelled out in an easy-for-anyone-to-understand way. You'll also find evidence-based routines and activities to apply in the classroom. Learn the “how” of teaching literacy, and gain an understanding of why these approaches work. Charts and graphics illustrate concepts, so you can visualize how the big picture connects to practical applications and approaches. With Reach All Readers, teaching literacy is a breeze! This reader-friendly guide to the science of reading education will help you improve your reading instruction with research-backed strategies. Literacy expert Anna Geiger breaks down complex concepts and presents them in an easy-to-digest format. Then, she offers concrete ideas you can implement immediately. Get all the must-know information about K-3 literacy education in one place Understand the latest research on how students learn and get tools for putting that research into practice Follow concrete lesson plans and practical tips to level up your literacy teaching Develop a big-picture understanding of literacy education so you know how best to help each and every student Anyone responsible for teaching K-3 students reading, writing, and literacy skills—including teachers, homeschoolers, tutors, parents, and administrators—will want a copy of Reach All Readers.

As the first book in the Making Disciplinary Language Visible series, this practical toolkit helps teachers promote disciplinary literacy development for Multilingual learners and their peers in the 5–12 social studies classroom. Using systemic functional linguistics (SFL) and the SFL-informed genre pedagogy, the Teaching and Learning Cycle for Disciplinary Genres, the book shows teachers how to teach content using language as a meaning-making resource. Besser and Westerlund provide clear guidance on understanding how language is used in the discipline and provide practical tools to empower teachers to teach language in the service of social studies disciplinary genres.Chapters feature authentic vignettes to illustrate problems of practice, annotated social studies texts, practical curriculum design tools, exercises for readers to develop knowledge about language, and sample scripts for practical application.

Now in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around'big ideas'in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more.

This text presents a variety of ways for students to meet traditional instructional goals in writing while also learning how writing can help them become stewards of the natural world and advocates for their own communities. Built on a foundation of emerging research and theory and grounded in the lived reality of teachers, this book explores the material and virtual worlds as places that can be equally productive as sources for authentic writing. Readers will find place-based writing activities, lesson ideas, and samples of student work in every chapter. With practical and classroom-tested ideas, Place-Based Writing in Action is a useful text for preservice and in-service English teachers, as well as any educator who wants to move the act of writing beyond the four walls of the classroom.

This volume brings together significant findings, approaches, and research-based pedagogies on teaching and learning source-based writing. A comprehensive update to the field, this book presents source-based writing as an essential skill that comes with its own specific set of challenges, requiring a complex set of literacy skills and capabilities for mastery. With contributors from leading scholars from around the world, the volume addresses source-based writing as a developmental issue and offers guidance for supporting novice academic writers on their path toward proficiency and accumulation of multifaceted skill set. Chapters cover key topics, including metacognitive skills, the flipped classroom, scaffolding, assessment, and ethical considerations. With research reviews, practical considerations and future directions as components of each chapter, this book is ideal for courses on academic writing and second language writing.

Written and edited by experts in the field, this book provides a blueprint for weaving effective word study into the fabric of classrooms and schools. Provided are principles, ideas, materials, and activities for use with teachers in a range of professional learning contexts. Key topics include word study foundations and orthographic knowledge; implementing collaborative coaching models,'learning huddles,'and workshops; and word study strategies for young children, emergent bilingual students, and adolescents. Helpful reproducible tools include the empirically validated Word Study Classroom Observation Guide. Purchasers get access to a companion website where they can download and print the reproducible materials in a convenient 8 1/2'x 11'size.

Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective. Through incisive and accessible chapters from top scholars, it introduces readers to the concept of literate identities, examining them across ages and grade levels to present an overview of how scholars and educators can use this concept in their research and teaching. Organized by developmental level with sections on early childhood, middle childhood, adolescence, and cross-age research, contributors reveal how literacy can be framed as an identity practice to engage students and support their development. Applying a range of theoretical perspectives and frameworks, each chapter identifies the identity theory used, explains the relevant methodology and research questions, covers implications for practice, and includes questions or prompts for discussion. The volume reveals how understanding literate identities is at the heart of effective and inclusive literacy instruction by addressing key topics, including culturally relevant pedagogy, intersectionality, and transnationalism, among others. Illuminating multiple pathways to understanding students as readers and writers, this book is essential for teachers, scholars, and researchers in literacy education, research methods, and multicultural education.

This book delves into extensive research regarding the identification and characterization of academic literacies constructs, encompassing academic literacy, quantitative literacy, mathematics comprehension, and reasoning skills, with a specific focus on their relevance within South African educational contexts. The volume provides an in-depth exploration of the research behind the design and creation of assessments aimed at gauging these crucial literacies. It also delves into theoretical aspects of developmental work while shedding light on historical and contemporary inequalities in the South African educational landscape. Emphasising the practical implications of this research, the book underscores the pivotal role that assessing academic literacies can play in the equitable selection of students, particularly those hailing from educationally disadvantaged backgrounds. Additionally, it highlights how such assessments can inform higher education responsiveness, curriculum development, programme implementation, and the provision of support services for students, ultimately aiding in informed student placement decisions.

This engaging, inviting textbook from a renowned expert in writing education provides all the knowledge, pedagogical strategies, and tools needed to enable any teacher to be an effective teacher of writing.Using the five-step writing process as a foundation, the text describes how to teach the necessary skills related to grammar, spelling, punctuation, and other writing mechanics, and addresses all major genres and stages of writing. Written in an authentic voice that exemplifies good writing, Johnson presents a variety of pragmatic, research-based strategies that support students'writing development and encourage teachers to apply their own creativity and intelligence in the classroom.This is an essential text for courses in writing instruction, literacy methods, and teaching English Language Arts (ELA).

Many literacy experts believe close reading has the power to create strong, independent readers, but what does that really mean, and how does it work in the classroom? This book is your must-have guide to getting started! It provides step-by-step strategies and scaffolds for teaching close reading and improving students'comprehension of complex texts. You will learn how to teach close reading based on text type, how to accelerate learning through increasingly challenging texts in both print and digital media, how to use close reading as a springboard for close talks and close writes, and how to support your students to move forward confidently with a repertoire of tools to employ as they navigate complex text in their daily lives.Special Features: A clear explanation of what text complexity really means and how it varies by student An easy-to-use framework for creating a close reading lesson that builds student reading stamina Scaffolds to help students at all ability levels to do a close reading Close reading strategies for a variety of literary and informational genres Ideas for strengthening reading through targeting comprehension skills, including analyzing text structure and evaluating arguments Suggestions for helping students read with increasing levels of rigor Techniques for how to lessen student technology distractions and dig deeper into digital text Guidelines and procedures for close talks – purposeful, focused discussions about text Procedures for close writes that vary based on genre and student ability level Recommendations to ensure students have the close reading skills to be effective readers in and out of the classroom In addition, each chapter includes study guide questions to help you apply the ideas in the book to your own classroom. With this practical book, you will have all the tools you need to make close reading a reality!

Teaching Black Speculative Fiction: Equity, Justice, and Antiracism edited by KaaVonia Hinton and Karen Michele Chandler offers innovative approaches to teaching Black speculative fiction (e.g., science fiction, fantasy, horror) in ways that will inspire middle and high school students to think, talk, and write about issues of equity, justice, and antiracism. The book highlights texts by seminal authors such as Octavia E. Butler and influential and emerging authors, including Nnedi Okorafor, Kacen Callender, B. B. Alston, Tomi Adeyemi, and Bethany C. Morrow.Each chapter in Teaching Black Speculative Fiction: introduces a Black speculative text and its author, describes how the text engages with issues of equity, justice, and/or antiracism, explains and describes how one theory or approach helps elucidate the key text's concern with equity, justice, and/or antiracism, and offers engaging teaching activities that encourage students to read the focal text; that facilitate exploration of the text and a theoretical lens or critical approach; and that guide students to consider ways to extend the focus on equity, justice, and/or antiracism to action in their own lives and communities.

This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years. The authors'detailed, empathetic, and ethnographic approach allows space for the teachers to reveal little-seen and often overlooked'wobble moments.'These moments illuminate the complexity and nuances that confront, confound, and compel teachers to remain in dialogue with practice. Documenting the journeys of two teachers with compassion and intellectual rigor, this book provides insights into and challenges preconceived notions of what it means to be a teacher. It is essential reading for preservice teachers, scholars, and researchers in English education, as well as individuals considering teaching as a profession.

The wide-ranging disruptions of the COVID-19 pandemic altered the experiences of place, technology, time, and school for students. This book explores how students'responses to these extraordinary times shaped their identities as learners and writers, as well as their perceptions of education.This book traces the voices of a diverse group of university students, from first-year to doctoral students, over the first two years of the pandemic. Students discussed the effects of having their homes forced to serve as classrooms, work, and living spaces, as they also navigated much of school and life through their digital screens. The affective and embodied experiences of this disruption and uncertainty, and the memories and narratives constructed from those experiences, challenged and remade students'relationships with place, digital media, and school itself. Understanding students'perceptions of these times has implications for imagining innovative and empathetic approaches to literacy and learning going forward.In a time when disruptions, including but not limited to the pandemic, continue to ripple and resonate through education and culture, this book provides important insights for researchers and teachers in literacy and writing studies, education, media studies, and any seeking a better understanding of students and learning in this precarious age. 2025 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research from the Initiative for Literacy in a Digital Age

With this fun, practical guide, you will have everything you need to re-envision and reinvigorate your world language classroom. Author Elizabeth Porter draws on a brain-based approach to show how language learning is a sensory experience. Students can effectively learn languages and improve retention through activities and lessons that incorporate the five senses – sight, hearing, taste, touch, and smell. Chapters include real-world, research-backed examples and classroom strategies and activities ready for use. An essential resource for world language teachers, this book introduces language learning philosophy and an out-of-the-box, effective approach that uses neuroscience combined with best practices to promote a highly engaging language learning environment.

This book presents Combinations as a set of high-yield instructional strategies for advancing academic literacy for multilingual learners and all students. It discusses the strategies themselves as well as how they work to advance content and language learning simultaneously, across the grades and content areas.The book is particularly beneficial for all teachers working with linguistically and culturally diverse learners to accelerate their language and content learning. Utilizing these strategies will not only greatly improve students'writing but also supports their critical thinking, content area reading and language comprehension skills. This book argues for utilizing Combinations with Strategic Inquiry, presenting evidence of how each amplifies the impact of the other, and how together they address many of the challenges to learning new and counter-cultural methods and to establishing school and district cultures in support of multilingual learners'success.This book is a great resource for classroom teachers, literacy coaches and school and district administrators who want to support multilingual learners and all students to thrive.

This book examines global perspectives of health literacy development to explore the intersections between health, education, and community settings. International health literacy experts provide a collection of important insights and recommendations that are urgently required to inform practice and policy. The impetus for this book is a growing recognition that a siloed approach to supporting health and health literacy exists in many countries. This book addresses a gap in the international literature by presenting solutions that promote ongoing collaboration across settings to redress inequity and optimize global health. Identifying intersections between the settings is critically important to supporting these collaborations. Health literacy is the ability to find, use, evaluate and apply information to look after our health. Developing the personal asset of health literacy earlier in life influences adult health behaviours. A Health in All Policies approach has been globally endorsed; however, a health literacy in all settings approach is yet to be realised. As a social determinant of health, health literacy can determine health outcomes, educational attainment, social equity, and productivity. The authors investigate the health literacy development of children and their communities within particular regions, exploring whether health literacy is addressed as a health, education or community issue. They describe where silos exist between and within settings, aiming to highlight areas where health literacy is present. This helps identify challenges and opportunities for optimizing health literacy development. Global Perspectives on Children's Health Literacy is essential reading for public health and health promotion researchers and practitioners, primordial prevention researchers, policy makers, health and education ministers, community service ministers, youth organisations, librarians, school teachers, health and physical education teachers, school nurses, child and parenting services nurses, paediatricians, and allied health professionals who work with children and families (e.g., social workers, speech pathologists, dietitians).

Now in a revised and updated fourth edition incorporating current advances in research and instructional practices, this well-established text accessibly introduces prominent theories and models related to reading. The book is organized chronologically, from classical approaches to contemporary cognitive, social learning, physiological, and affective perspectives. It emphasizes that the more lenses educators possess for examining reading processes, the better equipped they will be to understand and facilitate children's literacy development. Pedagogical features include framing and discussion questions, learning activities, teacher anecdotes, and examples of how each model is applied in classroom practice and research. New to This Edition •Chapter on digital literacy. •Expanded discussions of direct/explicit instruction, social and emotional learning, critical literacy theory, critical race theory, culturally responsive teaching, social equity and justice, the science of reading, and neuroscientific lenses. •All chapters updated with the latest research; many new classroom anecdotes added. •Links to recommended YouTube videos illustrating the theories and models.

This established text and teacher resource is now in a revised and updated third edition, with a broader focus on whole-class instruction as well as small-group and individualized intervention. The evidence-based Interactive Strategies Approach (ISA) provides a clear framework for supporting literacy development in grades K–3, particularly for students who experience reading difficulties. The book gives teachers the knowledge needed to more effectively use existing curricular materials to meet core instructional goals in the areas of phonemic awareness, phonics, word solving/word learning, vocabulary and language skills, and comprehension. Twenty-six reproducible forms can be copied from the book or downloaded and printed from the companion website. Of special value, the website also features approximately 200 pages of additional printable assessment tools and instructional resources. Prior edition title: Early Intervention for Reading Difficulties. New to This Edition •Increased attention to whole-class instruction, teaching linguistically diverse students, writing development, and language–literacy connections. •More examples of explicit instructional language, including sample scripts. •Incorporates the latest research about early literacy development and difficulties. •End-of-chapter'key points'and an end-of-book glossary. •Additional online-only reproducible tools, including ISA lesson sheets.

This text provides an in-depth exploration of rural community literacy, examining the ways in which community-building, social networks, time, race, and politics interplay.Mapping the dense literacy sponsorship network of a small rural town in the southeastern United States, Nichols offers a window into the challenges and successes of collective literacy sponsorship. Through an original mapping-focused approach, the book explores multiple social and environmental layers that construct literacy sponsorship writ large.This approach provides a novel methodological entry to rural literacies and will be key reading for rural community literacy advocates, literacy scholars, graduate students, and researchers.

From nationally known experts, this book provides guidance for leveraging the power of instructional coaching and helping coaching programs succeed. It addresses the crucial importance of developing practices that align instructional goals (content) with school, district, and community factors that influence the work of K–12 teachers and coaches (context). The authors present a framework and practical tools for embedding coaching into the fabric of school life, in service of creating equitable opportunities and outcomes for all students. Instructive features throughout the chapters include Framing Questions, Voices from the Field vignettes, Stop and Reflect opportunities, and Reflection Activities and Questions. Reproducible planning forms can be copied from the book or downloaded and printed in a convenient 8 1/2'x 11'size.

This book provides real-world examples of incorporating gamified learning into elementary school classrooms. Scaffolded by relevant research on gamification, literacy, and pedagogy support, this book focuses on how to seamlessly integrate and gamify literacy instruction in a fun, engaging, and unique way. Each chapter is tied to a specific genre, supported by national standards, and represented through developed lesson plans. The gamified activities and tasks provide a framework for meeting standards-based learning objectives. Chapters consist of: · genre specific adventure quests to guide students through lessons; · project-based activities focused on art, listening, speaking, and writing; · anchor texts and text sets centered on the chapter's theme; · material lists, resource materials, and graphic images to support understanding; · teaching tips and differentiation strategies to support novice and career teachers alike. This book is aimed at preservice teachers, university faculty, practicing teachers, instructional coaches, and administrative instructional leaders.

Now in a revised and updated third edition incorporating a decade of additional research and classroom experience, this book has helped over 100,000 primary-grades teachers understand and successfully apply the science of reading in phonics instruction. Isabel L. Beck and Mark E. Beck present innovative approaches to assessing and teaching letter–sound relationships, blending, Word Building, multisyllabic decoding, fluency, and more. A wealth of reproducible forms and word lists can be copied from the book or downloaded and printed; the companion website also features supplemental word lists, word and syllable cards, and 30 illustrated Syllasearch stories. Engaging teacher anecdotes and end-of-chapter'Your Turn'activities enhance the book's utility as a professional development resource and course text. New to This Edition •Chapter on the key role of phonics in today's literacy programs--with a focus on what is needed for high-quality instruction aligned with the science of reading. •Chapter on extending Word Building instruction to small groups and individual students. •Extensive revision of the Syllasearch activity for decoding multisyllabic words. •Expanded reproducible and downloadable tools, including enhanced Word Building lists, new Syllasearch lists (with teaching tips), and eight new Syllasearch stories.

Exploring and Expanding Literacy Histories of the United States brings together new scholarship and critical perspectives hitherto missing from dominant narratives to offer a racially, ethnically, and linguistically diverse record of the history of American reading instruction. This book addresses the many important developments in the history of literacy in the United States that occurred outside of mainstream public education, in marginalized communities in and outside of traditional school contexts.Instead of a “top-down” approach of prominent thinkers and theorists, the book intends to cover key blind spots, including literacy education in Indigenous nations, and how marginalized groups have fought for access to education, by applying a critical lens to the under-recognized histories of literacy.This volume is essential reading for courses on History of Reading Education and Foundations of Literacy.

Building on the pioneering 2009 volume, Race, Culture, and Identities in Second Language Education, this book reflects the significant expansion in the research since its publication and offers a wider breadth of perspectives on the complex theoretical terrain of race, racism, and antiracism in language education.Contributors to this book apply a range of conceptual and methodological lenses to teaching diverse world languages. Underscoring the interconnectedness of race and colonialism, world language education, and intersectional ideologies, this book offers a forum for engaged dialogues among teachers, teacher educators, teacher candidates, graduate and advanced undergraduate students, curriculum developers, policymakers, and educational researchers in a wide range of disciplines, including language education. In covering important theoretical frames and constructs—including raciolinguistic and anti-oppressive pedagogies, decoloniality, neoliberalism, and reverse linguistic stereotyping—this book breaks from the Global North norms in applied linguistics and language instruction.An essential text in TESOL and world language education, this volume weaves meaningful connections among language education, language-in-education policy, and research.

This book presents children's literature as a platform for learning and helping young readers develop the knowledge, skills, and attitudes needed to thrive in an interconnected and diverse global society. It draws from various theoretical frameworks and research findings to implement critical literacy and culturally responsive teaching in the meaning-making process.The book focuses on global competencies and Sustainable Development Goals (SDGs) as intertwined concepts that work together to foster a more sustainable, inclusive, and equitable world. Developing global competencies empowers children and communities to actively participate in achieving the SDGs and addressing the pressing challenges of our time. The authors set high expectations on children as actors in transforming society. To facilitate this, the book offers an overview of child development theories as a foundation for designing developmentally appropriate practices to extend children's books toward deep thinking and understanding. The book includes sample lessons that use cutting-edge research-based pedagogies and tools such as visible thinking routines and other approaches. Those lessons also help readers identify the Habits of Mind (HOM) children can develop by listening to and discussing stories. The HOM are attributes of good problem-finders and problem-solvers needed when confronting complex issues. The book provides resources and sample lessons that implement different thinking strategies to engage children in questioning and analyzing what they read, making them more critical. This is how children deeply understand the world and their role in creating positive change. The book aims to cultivate change-makers and global citizens through stories. It offers innovative approaches, including online learning options in accessible and engaging ways to help children think globally and act locally‘Through the power of children's literature, this book serves a larger agenda: To build a more thoughtful world for future generations. By caring for and learning from one another through suggested activities in this book, they will share the riches and resources from across the world. As children learn about the promise of actions toward the UN Sustainable Goals, they can imagine living in an interdependent learning community where all people continually searching for ways to trust each other, learn together, and grow toward greater intelligence.'Arthur Costa and Bena Kallick, Co-Founders and Directors of The Institute for Habits of Mind

In an age of rapid technological transformation and evolving teaching settings, the ELT community must adapt to the needs of emerging situations and a diverse range of learners. Adaptable English Language Teaching addresses this need by bringing together contributions from renowned scholars around the world with insights on all major areas of English language teaching with an emphasis on adaptability—of teaching method, context, skills, and priorities.Organized around an innovative past-present-future structure, chapters offer methods, strategies, and perspectives that are adaptable to any difficult or under-resourced context. It delves into engaging through online applications, understanding emerging trends in computer-assisted language learning and teaching, and the implementation of virtual classroom and multimodality in ELT.Given its multifaceted focus, this book will provide ELT practitioners, trainers, trainees, and researchers with invaluable insights and research findings to effectively navigate and adapt to emerging circumstances.

This innovative, accessible book is an introduction to using digital storytelling in language teaching, with a focus on English as an Additional Language (EAL) instruction. Linville and Vinogradova provide a clear framework that addresses translanguaging and multimodal meaning making in teaching multilingual learners (MLs) through use of digital storytelling.This book provides detailed guidance on how to incorporate digital storytelling into language teaching, building on recent developments in the fields of TESOL and language education that position multilingualism and multiliteracies as important components of any language instruction. Through this text and accompanying activities, readers will understand how to work with MLs to create multimodal digital texts. This book offers an easy-to-follow, step-by-step process for language educators to follow to support MLs'digital storytelling projects in any EAL classroom. Featured digital storytelling projects from EAL practitioners in various contexts, as well as multiple examples and resources, are included for each stage of the process, always grounded in contemporary TESOL theories (e.g., critical pedagogy, culturally responsive teaching, translanguaging, and a pedagogy of multiliteracies). This framework supports the development of multilingualism and multiliteracies and can be adapted by educators of other world languages for any language education setting.Grounded in contemporary TESOL theories, this book is an essential text for courses on technology in TESOL and TESOL methods courses, as well as for language educators.

A COUNTERNARRATIVEThis groundbreaking book uncovers how anti-Black racism has informed and perpetuated anti-literacy laws, policies, and customs from the colonial period to the present day. As a counternarrative of the history of Black literacy in the United States, the book's historical lens reveals the interlocking political and social structures that have repeatedly failed to support equity in literacy for Black students. Arlette Ingram Willis walks readers through the impact of anti-Black racism's impact on literacy education by identifying and documenting the unacknowledged history of Black literacy education, one that is inextricably bound up with a history of White supremacy.Willis analyzes, exposes, illuminates, and interrogates incontrovertible historical evidence of the social, political, and legal efforts to deny equal literacy access. The chapters cover an in-depth evolution of the role of White supremacy and the harm it causes in forestalling Black readers'progress; a critical examination of empirical research and underlying ideological assumptions that resulted in limiting literacy access; and a review of federal and state documents that restricted reading access for Black people. Willis interweaves historical vignettes throughout the text as antidotes to whitewashing the history of literacy among Black people in the United States and offers recommendations on ways forward to dismantle racist reading research and laws. By centering the narrative on the experiences of Black people in the United States, Willis shifts the conversation and provides an uncompromising focus on not only the historical impact of such laws and policies but also their connections to present-day laws and policies.A definitive history of the instructional and legal structures that have harmed generations of Black people, this text is essential for scholars, students, and policymakers in literacy education, reading research, history of education, and social justice education.