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This authoritative text and PreK-12 teacher resource is now in a substantially revised seventh edition with 80% new material, foregrounding advances in inclusive, equitable instruction. Teachers are guided through every major component of reading, as well as assessment, motivation, teaching bilingual learners, strengthening connections with families and communities, and more. The book presents principles and strategies for teaching literature and nonfiction texts, organizing and differentiating instruction, supporting struggling readers, and promoting digital literacy. Pedagogical features include chapter-opening bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, with examples from exemplary classrooms; and end-of-chapter engagement activities. New to This Edition: (1) Chapter on culturally responsive teaching, plus more attention to social justice and equity throughout; (2) Chapter on supporting students in the "invisible middle"; (3) Important new focus on social and emotional learning (SEL); and (4) All chapters thoroughly revised or rewritten to reflect current research, theory, and instructional practices. [For the 6th edition of this book, see ED593695.]

Many tens of thousands of preservice and inservice teachers have relied on this highly regarded text from leading experts, now in a revised and updated sixth edition. The latest knowledge about literacy teaching and learning is distilled into flexible strategies for helping all PreK-12 learners succeed. The book addresses major components of literacy, the needs of specific populations, motivation, assessment, approaches to organizing instruction, and more. Each chapter features bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, including examples from exemplary classrooms; and engagement activities that help teachers apply the knowledge and strategies they have learned. New to this edition: (1) Incorporates the latest research findings and instructional practices; (2) Chapters on new topics: developmental word study and the physiological, emotional, and behavioral foundations of literacy learning; (3) Chapters offering fresh, expanded perspectives on writing and vocabulary; and (4) Increased attention to timely issues: classroom learning communities, teaching English learners, and the use of digital tools and multimodal texts. This book contains the following chapters: (1) Evidence-Based Best Practices for Developing Literate Communities (Jacquelynn A. Malloy, Barbara A. Marinak, and Linda B. Gambrell); (2) Current Issues and Best Practices in Literacy Instruction (Christina L. Madda, Vicki B. Griffo, P. David Pearson, and Taffy E. Raphael); (3) Best Practices for Motivating Students to Read (John T. Guthrie and Ana Taboada Barber); (4) Best Practices in Early Literacy: Preschool, Kindergarten, and First Grade (Lesley Mandel Morrow, Susan M. Dougherty, and Diane H. Tracey); (5) Best Practices to Change the Trajectory of Struggling Readers (Victoria J. Risko and Doris Walker-Dalhouse); (6) Best Practices for Teaching Dual-Language Learners: Leveraging Everyday Literacies (Michael Domínguez and Kris D. Gutiérrez); (7) Best Practices in Adolescent Literacy Instruction (Douglas Fisher and Nancy Frey); (8) Best Practices for Developmental Word Study in Phonics, Vocabulary, and Spelling (Donald R. Bear); (9) Best Practices in Vocabulary Instruction (Kathy Ganske); (10) Best Practices in Narrative Text Comprehension Instruction (Janice F. Almasi and Susan J. Hart); (11) Best Practices in Informational Text Comprehension Instruction (Nell K. Duke and Nicole M. Martin); (12) Best Practices in Fluency Instruction (Melanie Kuhn, Timothy Rasinski, and Chase Young); (13) Best Practices in Teaching Writing (Troy Hicks); (14) Best Practices in Reading Assessment, (Peter Afflerbach, Byeong-Young Cho, Maria Elliker Crassas, and Jong-Yun Kim); (15) Best Practices in Teaching the New Literacies of Online Research and Comprehension (Lisa Zawilinski, Elena Forzani, Nicole Timbrell, and Donald J. Leu); (16) Organizing Effective Literacy Instruction: Differentiating Instruction to Meet Student Needs (D. Ray Reutzel and Sarah K. Clark); (17) Best Practices in the Physiological, Emotional, and Behavioral Foundations of Literacy Achievement (Diane H. Tracey); (18) Building Strong Home, School, and Community Partnerships through Culturally Relevant Teaching (Jeanne R. Paratore, Patricia A. Edwards, and Lisa M. O'Brien); and (19) Best Practices in Professional Learning for Improving Literacy Instruction in Schools (Sharon Walpole, John Z. Strong, and Cary B. Riches).

In this essay collection, scholars in the area of early literacy provide concrete strategies for achieving excellence in literacy instruction. The collection presents current, research-based information on the advances and refinements in the area of emerging literacy and the early stages of formal instruction in reading and writing. Following a foreword (Alan Farstrup) and an introduction (Dorothy S. Strickland and Lesley Mandel Morrow), chapters in the collection are: (1) "Beginning Reading and Writing: Perspectives on Instruction" (William H. Teale and Junko Yokota); (2) "Becoming a Reader: A Developmentally Appropriate Approach" (Susan B. Neuman and Sue Bredekamp); (3) "Literacy Instruction for Young Children of Diverse Backgrounds" (Kathryn H. Au); (4) "Enhancing Literacy Growth through Home-School Connections" (Diana H. Tracey); (5) "Children's Pretend Play and Literacy" (Anthony D. Pellegrini and Lee Galda); (6) "Talking Their Way into Print: English Language Learners in a Prekindergarten Classroom" (Celia Genishi, Donna Yung-Chan, and Susan Stires); (7) "Organizing and Managing a Language Arts Block" (Lesley Mandel Morrow); (8) "Classroom Intervention Strategies: Supporting the Literacy Development of Young Learners at Risk" (Dorothy S. Strickland); (9) "Teaching Young Children to Be Writers" (Karen Bromley); (10) "Phonics Instruction" (Margaret Moustafa); (11) "Reading Aloud from Culturally Diverse Literature" (Lee Galda and Bernice E. Cullinan); (12) "Fostering Reading Comprehension" (Linda B. Gambrell and Ann Dromsky); (13) "Assessing Reading and Writing in the Early Years" (Bill Harp and Jo Ann Brewer); (14) "Sign of the Times: Technology and Early Literacy Learning" (Shelley B. Wepner and Lucinda C. Ray); and (15) "Still Standing: Timeless Strategies for Teaching the Language Arts" (Diane Lapp, James Flood, and Nancy Roser). (NKA)

This widely adopted text explores key theories and models that frame reading instruction and research. Readers learn why theory matters in designing and implementing high-quality instruction and research; how to critically evaluate the assumptions and beliefs that guide their own work; and what can be gained by looking at reading through multiple theoretical lenses. For each theoretical model, classroom applications are brought to life with engaging vignettes and teacher reflections. Research applications are discussed and illustrated with descriptions of exemplary studies. The table of contents includes the following: (1) Introduction to Theories and Models; (2) Early Roots: Early Theories and Models Applicable to Reading; (3) Behaviorism: The Dominant Educational Theory for 50 Years (1900-1950s); (4) Constructivism (1920s-Present); (5) Theories of Literacy Development (1930s-Present); (6) Social Learning Perspectives (1960s-Present); (7) Cognitive-Processing Perspectives; and (8) Putting It All Together. Appended are: (1) Summary Chart: Onset of Presented Theoretical Perspectives Affecting Literacy Education; and (2) Summary of Theories Presented and Sample Representative Instructional Practices.

This is the first research handbook to address all dimensions of diversity that have an impact on literacy achievement. Leading experts examine how teaching and learning intersect with cultural and language differences and socioeconomic disparities in today's increasingly diverse schools and communities. The volume weaves compelling research findings together with theory, policy considerations, and discussions of exemplary instructional practices. It offers fresh perspectives on such topics as family literacy, multiliteracies, drawing on cultural resources in the classroom, factors that promote success in high-poverty schools, equity issues, and ways to teach specific literacy skills. The concluding section provides crucial recommendations for teacher preparation and professional development. This book contains four parts. Part I, Perspectives About Learning Among Diverse Students, contains: (1) Relating Diversity and Literacy Theory (Honorine Nocon and Michael Cole); (2) Policy Related to Issues of Diversity and Literacy: Implications for English Learners (Eugene E. Garcia and Ann-Marie Wiese); (3) What Do We Know about the Discourse Patterns of Diverse Students in Multiple Settings? (Iliana Reyes, Leisy Wyman, Norma Gonzalez, Eliane Rubinstein-Avila, Karen Spear-Ellinwood, Perry Gilmore, and Luis C. Moll); (4) Family Literacy: Recognizing Cultural Significance (Patricia A. Edwards, Jeanne R. Paratore, and Nancy L. Roser); (5) Poverty and Its Relation to Development and Literacy (Pedro Portes and Spencer Salas); and (6) Language, Literacy, and Content: Adolescent English Language Learners (Robert T. Jimenez and Brad L. Teague). Part II, Special Issues Concerning Literacy, contains: (7) Academic English and African American Vernacular English: Exploring Possibilities for Promoting the Literacy Learning of All Children (Cynthia H. Brock, Gwendolyn Thompson McMillon, Julie L. Pennington, Dianna Townsend, and Diane Lapp); (8) Engaging Diverse Students in Multiple Literacies In and Out of School (Cheryl A. McLean, Erica C. Boling, and Jennifer Rowsell); (9) The New Literacies of Online Reading Comprehension and the Irony of No Child Left Behind: Students Who Require our Assistance the Most Actually Receive It the Least (Donald J. Leu, J. Gregory McVerry, W. Ian O'Byrne, Lisa Zawilinski, Jill Castek, and Douglas K. Hartman); (10) Roles of Engagement, Valuing, and Identification in Reading Development of Students from Diverse Backgrounds (John T. Guthrie, Robert Rueda, Linda B. Gambrell, and Danette A. Morrison); (11) Robust Informal Learning Environments for Youth from Nondominant Groups: Implications for Literacy Learning in Formal Schooling (Kris Gutierrez and Carol D. Lee); (12) Assessing Student Progress in the Time of No Child Left Behind (Georgia Earnest Garcia and Eurydice B. Bauer); and (13) Meeting the Needs of Diverse Learners: Effective Management of Language Arts Instruction (D. Ray Reutzel, Lesley Mandel Morrow, and Heather Casey). Part III, Strategies For Teaching, contains: (14) Cross-Language Transfer of Phonological, Orthographic, and Semantic Knowledge (Maria S. Carlo); (15) Learning to Read in English: Teaching Phonics to Beginning Readers from Diverse Backgrounds (Linnea C. Ehri); (16) Vocabulary Instruction for Diverse Students (Susan Watts Taffe, Camille L. Z. Blachowicz, and Peter J. Fisher); (17) Comprehension: The Means, Motive, and Opportunity for Meeting the Needs of Diverse Learners (Susie M. Goodin, Catherine M. Weber, P. David Pearson, and Taffy E. Raphael); and (18) Helping Diverse Learners to Become Fluent Readers (Melanie R. Kuhn and Timothy Rasinski). Part IV, Preparing Teachers to Teach Literacy to Diverse Students, contains: (19) Teacher Knowledge in Culturally and Linguistically Complex Classrooms: Lessons from the Golden Age and Beyond (Django Paris and Arnetha F. Ball); (20) Protecting Our Investment: Induction and Mentoring of Novice Teachers in Diversity-Rich Schools (Nancy Frey and Douglas Fisher); and (21) Professional Development: Continuing to Understand How to Teach Children from Diverse Backgrounds (Margarita Calderon). An introduction by Lesley Mandel Morrow, Robert Rueda, and Diane Lapp is also included. [Foreword by Edmund W. Gordon and afterword by Eric J. Cooper.]

Preschoolers are passionate about learning, and a high-quality preschool program offers rich learning experiences in the areas of language and literacy. This engaging book gives teachers and other professionals fresh ideas, inspiration, and practical tools for integrating age-appropriate literacy instruction into the preschool curriculum. Including helpful vignettes, sample lesson plans, and reproducibles, the book shows how to create a motivating classroom environment, balance child-initiated exploration with structured activities, and support students' developing skills in reading, writing, speaking, and comprehension. Essential topics include preschool assessment and working with English language learners. This book contains eight chapters: (1) A Literacy-Rich Preschool Classroom; (2) Research about Preschool That Informs Good Practice; (3) Organizing and Managing a Literacy-Rich Preschool Environment; (4) Organizing and Managing Instruction in Preschool; (5) Oral Language Development in Preschool; (6) Knowledge about Print; (7) Comprehending and Enjoying Children's Literature; and (8) Writing in the Preschool Classroom. The book concludes with an afterword. Appended are: (1) Glossary (Lisa Fazzi); (2) Integrated Language Arts Thematic Unit (Harriet Worobey); (3) Children's Literature (Lisa Fazzi and Paula Aguroso); (4) Magazines for Preschoolers (Paula Batsiyan); and (5) Professional Associations, Related Publications and Websites Dealing with Early Literacy (Kelli Dunston).

Now in a thoroughly revised and expanded third edition, this evidence-based book distills the latest knowledge about literacy teaching and learning into clear strategies for helping all children succeed. Within a comprehensive conceptual framework, the field's leading authorities provide eminently practical recommendations to guide instructional decision making. The third edition has been fully updated with current research findings, policy issues, and program innovations. It offers significantly revised coverage of assessment, motivation, approaches to integrating different kinds of texts and multimedia resources, and adolescent literacy. New chapters address working with English language learners and supporting teachers' professional development. Also featured is a new concluding commentary by Michael Pressley. Following an introduction by Linda B. Gambrell, Lesley Mandel Morrow, and Michael Pressley, this book is divided into five sections. Section I, Perspectives on Best Practices, presents the following chapters: (1) Evidence-Based Best Practices for Comprehensive Literacy Instruction (Linda B. Gambrell, Jacquelynn A. Malloy, and Susan Anders Mazzoni); and (2) Balance in Comprehensive Literacy Instruction: Then and Now (P. David Pearson, Taffy E. Raphael, Vicki L. Benson, and Christina L. Madda). Section II, Best Practices for All Students, then presents chapters: (3) Best Practices in Early Literacy Development in Preschool, Kindergarten, and First Grade (Lesley Mandel Morrow and Diane H. Tracey); (4) Best Practices for Struggling Readers (Richard L. Allington and Kim Baker); (5) Best Practices for Literacy Instruction for English Language Learners (Maria S. Carlo); and (6) Best Practices in Adolescent Literacy Instruction (Donna Ogle with Laura Lang). Section III, Evidence-Based Strategies for Literacy Learning and Teaching, contains chapters: (7) Best Practices in Teaching Phonological Awareness and Phonics (Patricia M. Cunningham); (8) Best Practices in Vocabulary Instruction (Camille L. Z. Blachowicz and Peter J. Fisher); (9) Best Practices in Fluency Instruction (Melanie R. Kuhn and Timothy Rasinski); (10) Best Practices in Teaching Comprehension (Cathy Collins Block and Michael Pressley); (11) Best Practices in Teaching Writing (Karen Bromley); and (12) Best Practices in Literacy Assessment (Peter Afflerbach). Section IV, Perspectives on Special Issues, presents chapters: (13) Instructional Resources in the Classroom: Deepening Understanding through Interactions with Multiple Texts and Multiple Media (Linda Kucan, Diane Lapp, James Flood, and Douglas Fisher); (14) Organizing Effective Literacy Instruction: Differentiating Instruction to Meet the Needs of All Children (D. Ray Reutzel); (15) Effective Use of Technology in Literacy Instruction (Michael C. McKenna, Linda D. Labbo, David Reinking, and Tricia A. Zucker); and (16) Best Practices in Professional Development for Improving Literacy Instruction (Rita M. Bean and Aimee Morewood). Section V, Future Directions, concludes the book with chapter: (17) Achieving Best Practices (Michael Pressley). [For the second edition of "Best Practices in Literacy Instruction," see ED481438.]

Kindergarten is a time for playful and enriching learning activities that support children's literacy emergence while enhancing their social and cognitive development. The routines of a busy, engaged, productive kindergarten classroom are vividly brought to life in this information-packed book. Demonstrated are whole-class and small group strategies for helping children acquire concepts about print and the alphabet, build phonological and phonemic awareness, learn to read sight words, develop their listening comprehension and writing abilities, and much more. Helpful reproducible materials are included. This book contains the following chapters: (1) A Week in Kindergarten; (2) Preparing the Environment for Literacy Instruction in Kindergartners; (3) What Do Kindergartners Know about Reading and Writing; (4) Whole-Group Literacy Instruction; (5) Small- Group Literacy Instruction; (6) Differentiating Instruction to Meet the Needs of All Learners; and (7) Assessment. Appended are: (1) Resources for Teachers; (2) Alphabet Letter Formation; (3) ELKA Alphabet Recognition Tasks; (4) ELKA Concepts about Print Tasks; (5) ELKA Phonemic Awareness Tasks; (6) ELKA Phonics Tasks; and (7) Elka Writing Task: Invented Spelling Word List and Scoring Rubric.

Build a rich literature environment that will foster preschoolers' reading comprehension. Emphasizing the importance of children's literature in the preschool classroom, this book shows how to effectively read stories to young children and create a classroom literacy center. Teachers will be able to use literature to help preschoolers understand concepts about books, learn within the content areas, and develop reading comprehension. And teachers can strengthen the home-school connection with literature-based activities that parents can use with their children at home. This book contains the following chapters: (1) "Why Children's Literature is Important in Preschool"; (2) "Creating Literacy Centers for Reading and Storytelling"; (3) "Supporting Reading Comprehension: Responding to Books"; (4) "Using Children's Literature Throughout the Preschool Curriculum"; and (5) "Reading With Children at Home". Appended is: (1) Recommended Children's Literature. The following are also included: (1) References; (2) Index; (3) Children's Literature Author Index; (4) Glossary; and (5) Acknowledgments.

Now revised and updated, this book's second edition aims to guide teachers in providing effective, engaging literacy instruction that meets the challenges of today's legislative mandates. Identified in the book are principles of best practice that reflect cutting-edge scientific research as well as decades of hands-on classroom experience. Following an Introduction by the editors, articles under Part I--Perspectives on Exemplary Practices in Literacy--are: (1) "Principles of Best Practice: Finding the Common Ground" (Susan Anders Mazzoni and Linda B. Gambrell); and (2) "Toward a More Complex View of Balance in the Literacy Curriculum" (P. David Pearson and Taffy E. Raphael). Articles under Part II--Strategies for Learning and Teaching--are: (3) "Current Practices in Early Literacy Development" (Lesley Mandel Morrow and Elizabeth Asbury); (4) "What Research Says about Teaching Phonics" (Patricia M. Cunningham); (5) "Best Practices in Vocabulary Instruction: What Effective Teachers Do" (Camille L.Z. Blachowicz and Peter J. Fisher); (6) "Best Practices in Comprehension Instruction" (Cathy Collins Block and Michael Pressley); (7) "Fluency in the Classroom: Strategies for Whole-Class and Group Work" (Melanie R. Kuhn); (8) "Building a Sound Writing Program" (Karen Bromley); (9) "Material Matters: Using Children's Literature to Charm Readers (or Why Harry Potter' and the 'Princess Diaries' Matter)" (Douglas Fisher; James Flood; Diane Lapp); (10) "Adolescent Literacy" (Lisa Patel Stevens and Thomas W. Bean); and (11) "Best Practices in Literacy Assessment" (Peter Winograd; Leila Flores-Duenas; Harriette Arrington). Under Part III--Special Issues--are these articles: (12) "Organizing Effective Literacy Instruction: Grouping Strategies and Instructional Routines" (D. Ray Reutzel); (13) "See It Change: A Primer on the Basal Reader" (Nancy L. Roser; James V. Hoffman; Norma J. Carr); (14) "Strategies for Literacy Development for Students with Disabilities" (Kim Baker and Richard L. Allington); (15) "Effective Use of Technology in Literacy Instruction" (Michael C. McKenna; Linda D. Labbo; David Reinking); and (16) "Achieving Best Practices in Literacy Instruction" (James W. Cunningham and Kimberly H. Creamer). (NKA)

This book presents current, research-based best practices for supporting young children's development as readers and writers. From leading figures in early literacy, the book's essays demonstrate that scientifically grounded instruction need not be dull, drill-oriented, or "one-size-fits-all"--rather, it describes language-rich approaches to engaging with children's existing levels of knowledge while moving them to more complex literacy understandings. Essays in the book under Part I, Foundations for Early Literacy Learning and Instruction, are: (1) "Staff Development for Early Literacy Teachers: A Plan to Facilitate Change" (Lesley Mandel Morrow; Heather Casey; Courtney Haworth); (2) "Questions about Early Literacy Learning and Teaching That Need Asking--and Some That Don't" (William H. Teale); (3) "A Multidimensional Approach to Beginning Literacy" (Irene W. Gaskins); (4) "The Learner, the Teacher, the Text, and the Context: Sociocultural Approaches to Early Literacy Instruction for English Language Learners" (Shelley Hong Xu). Under Part II, Home Literacy Experiences of Children, are these essays: (5) "What Hannah Taught Emma and Why It Matters" (Lisa Lenhart and Kathleen Roskos); (6) "Learning about the Literate Lives of Latino Families" (Jeanne R. Paratore; Gigliana Melzi; Barbara Krol-Sinclair). Under Part III, Phonemic Awareness, Code Learning, and Book Acting, are these essays: (7) "Engaging Preschoolers in Code Learning: Some Thoughts about Preschool Teachers' Concerns" (Judith A. Schickedanz); (8) "Concepts, Sounds, and the ABCs: A Diet for a Very Young Reader" (Marcia Invernizzi); (9) "Book Acting: Storytelling and Drama in the Early Childhood Classroom" (Lea M. McGee). Under Part IV, Recent Trends in Literacy Research: Technology, Fluency, and Informational Text, are these essays: (10) "Early Literacy in a Digital Age: Moving from a Singular Book Literacy to the Multiple Literacies of Networked Information and Communication Technologies" (Rachel A. Karchmer; Marla H. Mallette; Donald J. Leu, Jr.); (11) "No More 'Madfaces': Motivation and Fluency Development with Struggling Readers" (Steven A. Stahl); (12) "How Can I Help Them Pull It All Together?: A Guide to Fluent Reading Instruction" (Melanie Kuhn); (13) "Bridging the Gap between Learning to Read and Reading to Learn" (Nell K. Duke; V. Susan Bennett-Armistead; Ebony M. Roberts); (14) "Immersing Children in Nonfiction: Fostering Emergent Research and Writing" (Renee M. Casbergue and Mary Beth Plauche); (15) "Organizing Expository Texts: A Look at the Possibilities" (Carol Vukelich; Christine Evans; Bonnie Albertson). Under Part V, Conclusion, is this essay: (16) "Caution, Apply with Care: Recommendations for Early Literacy Instruction" (Diane M. Barone). All essays contain references. (NKA)

This book offers essential guidance to preservice and inservice teachers seeking to create, revise, and/or add new strategies to the teaching of the language arts block. The book's focus is on how to implement effective strategies in the context of a well-planned classroom and smoothly choreographed daily schedule. A series of case studies in the book bring to life the methods used by exemplary teachers to create rich, student-friendly learning environments for children Grades K-4. No component of organizing the language arts block is omitted in the book, including set up and running classroom learning centers, assessing different instructional needs, conducting whole-class and small group meetings, and linking language arts to content area instruction. Enhancing the practical utility of the book are sample daily schedules and classroom management tips for each grade level, along with dozens of reproducible learning activities, lesson plans, and assessment and record-keeping tools. Chapters in the book are: (1) General Look at Organizing and Managing a Language Arts Program; (2) Kindergarten Case Study; (3) First-Grade Case Study; (4) Kindergarten and First-Grade Activities and Plans; (5) Second-Grade Case Study; (6) Second-Grade Activities and Plans; (7) Third- and Fourth-Grade Case Study; and (8) Third-and Fourth-Grade Activities and Plans. Appended are: Icons for a Center/Activity Chart; Word Study Games; Assessment Forms. Contains a 36-item bibliography of professional literature and a 67-item bibliography of children's literature. (NKA)

An important goal in every first-grade classroom is to get children reading--but how? This book examines current research on first-grade literacy instruction and shows how it translates into what good teachers really do in the classroom. The book's authors, premier early literacy scholars and educators, describe several studies of effective beginning reading instruction conducted across the United States. The book then takes readers directly into the classrooms of five successful teachers, exploring the reading, writing, and classroom management techniques these practitioners use to boost student engagement and achievement. It demonstrates ways that teachers can blend elements of both holistic and skills approaches to provide rich and enjoyable learning environments for young readers. What follows from the analyses presented in the book is that the great first-grade teacher must have a commanding knowledge of classroom management; sound-, letter-, and word-level skills; children's literature; a variety of approaches to pedagogy (e.g., direct instruction, scaffolding, writers' workshop); and academic motivation. (NKA)

As a result of the America Reads Challenge Act of 1997, numerous tutoring programs have been established to help ensure that every child reads independently by the end of third grade. This book describes exemplary America Reads programs across the country as well as other effective early literacy interventions, including Reading Recovery, the Howard Street Tutoring Project, and Book Buddies. It also presents timely research studies that offer insight into the tutoring process and its effectiveness. Following a Foreword (Carmelita Kimber Williams) and "Introduction to Tutoring Issues" (Deborah Gee Woo and Lesley Mandel Morrow), the book is divided into three parts. Under Part I--Established America Reads Tutoring Programs--are the following articles: (1) "America Reads Tutoring: Communities Working Together" (Barbara J. Walker and Ronald J. Scherry); (2) "Voices of Houston Reads to Lead!: Building an Urban Literacy Coalition through America Reads" (Margaret Doughty); (3) "South Florida America Reads Coalition: A Synergistic Effort" (Joshua Young; Jodi Bolla; Jeanne Shay Schumm; Alicia Moreyra; Robert Exley); (4) "America Reads and Comprehensive Neighborhood Revitalization: The Yale-New Haven Experience" (Michael J. Morand); and (5) "A Tutoring Program for Struggling Readers in Argentina" (Maria Celia A. de Corsico and Maria Rosa Carbajo). Under Part II--Evaluation Studies of America Reads Tutoring Programs--are these articles: (6) "The Effects of an America Reads Tutoring Program on Literacy Achievement and Attitudes of Teachers, Tutors, and Children" (Lesley Mandel Morrow and Deborah Gee Woo); (7) "America Reads: A Close-Up Look at What Two Tutors Learned about Teaching Reading" (Jill Fitzgerald); and (8) "America Reads: Literacy Lessons Learned" (Ann J. Dromsky and Linda B. Gambrell). Under Part III--Exemplary Models of Early Literacy Interventions--are these articles: (9) "Howard Street Tutoring Model: Using Volunteer Tutors to Prevent Reading Failure in the Primary Grades" (Darrell Morris); (10) "Book Buddies: A Community Volunteer Tutorial Program" (Marcia Invernizzi); and (11) "Reading Recovery: A Systemic Approach to Early Intervention" (M. Trika Smith-Burke). (NKA)

This book, a custom edition for the Ohio Summer Institute for Reading Intervention (Summer 2001), reprints selected chapters from two books, "Literacy Development in the Early Years: Helping Children Read and Write," Fourth Edition (Lesley Mandel Morrow) and "Literacy's Beginnings: Supporting Young Readers and Writers," Third Edition (Lea M. McGee and Donald J. Richgels). The following chapters are taken from the McGee and Richgels book: Chapter 3--From Three to Five Years: Novice Readers and Writers; Chapter 6--Literacy-Rich Classrooms; Chapter 7--Supporting Literacy Learning in Preschools; and Chapter 8--Supporting Literacy Learning in Kindergarten. The following chapters are taken from the Morrow book: Chapter 5--How Young Children Learn to Read and Write; Chapter 6--Motivating Reading and Writing with Children's Literature: Using Children's Literature in Classrooms; Chapter 7--Developing Concepts about Books and Comprehension of Text; Chapter 8--Word-Study Skills: Phonemic Awareness and Phonics; and Chapter 9--Writing and Literacy Development. Appended are a comprehensive list of children's books and suggestions for the instructors (assignments and in-class activities; the "Confusabet" lesson, and an integrated language arts thematic unit). (NKA)

Designed to be scholarly in content and grounded in research and at the same time be practical and usable for day care workers, classroom teachers, and curriculum specialists, this book discusses various aspects of the view that children's literacy development is a continuous process beginning in infancy with exposure to oral language, written language, books, and stories in the home. Articles in the book focus on theory and practice for children aged two through eight in classrooms ranging from day care facilities and other prekindergarten settings through second grade. Articles include: (1) "Emergent Literacy: New Perspectives" (William H. Teale and Elizabeth Sulzby); (2) "Oral Language and Literacy Development" (Susan Mandel Glazer); (3) "Family Storybook Reading: Implications for Children, Families, and Curriculum" (Dorothy S. Strickland and Denny Taylor); (4) "Literature for Young Children" (Bernice E. Cullinan); (5) "Reading to Kindergarten Children" (Jana M. Mason and others); (6) "Emergent Writing in the Classroom: Home and School Connections" (Elizabeth Sulzby and others); (7) "Is it Reasonable...? A Photo Essay" (Nancy Roser and others); (8) "The Place of Specific Skills in Preschool and Kindergarten" (Judith A. Schickedanz); (9) "Assessment of Young Children's Reading: Documentation as an Alternative to Testing" (Edward Chittenden and Rosalea Courtney); (10) "Designing the Classroom to Promote Literacy Development" (Lesley Mandel Morrow); (11) "A Model for Change: Framework for an Emergent Literacy Curriculum" (Dorothy S. Strickland); and (12)"Fostering Needed Change in Early Literacy Programs" (Jerome C. Harste and Virginia A. Woodward). An appendix contains a statement of concerns about present practices in prefirst grade reading instruction and recommendations for improvement. (RS)

Outlining a kindergarten instruction program, this book addresses the length of the kindergarten day and the best practices in early literacy. After the introduction, "Literacy Instruction in Half- and Whole-Day Kindergarten: Research to Practice," chapters are: "Issues Concerning Half-Day and Whole-Day Kindergarten Programs"; "The Purpose of the Study, Methods, and Procedures"; "Results of the Quantitative and Qualitative Analysis" (written with John Young); "Discussion of Results: Implications of the Data Analysis for Classroom Practice"; "Emergent Literacy Perspectives: Research to Practice"; "A Framework for the Literacy Curriculum"; "A Framework for Integrating Literacy into Content-Area Teaching"; "Creating a Framework for Literacy-Rich Environments"; and "Planning the Day: Organizing for Whole-Day and Half-Day Instruction." Appendixes contain suggestions for a unit on nutrition, study assessment measures, and sample anecdotes. Contains 137 references. (EF)

This book provides guidance and practical information for the organization of a volunteer tutoring program. Three sections take supervisors through each step of the program, including: publicizing, obtaining funding, establishing roles of each team member, training volunteers in effective tutoring, and assessing each student's and tutor's progress. A script-like explanation of each tutor training session is also included. Appendixes include 21 overhead and 7 handout masters for the training sessions, as well as numerous sample pre-interview surveys and letters for implementation and evaluation of the program. (EF)

Responding to the America Reads Challenge and the increasing emphasis on using volunteer tutors to help all children learn to read, the activities and suggestions in this easy-to-use book are from the journal "The Reading Teacher" and are classroom tested. It provides instructional tips for teachers and tutors who are collaboratively developing volunteer tutoring programs for struggling readers in the early grades. Illustrations throughout the book indicate in what part of the tutoring session each strategy is most helpful. Sections in the book include: (1) Motivating Readers (presents general principles that develop motivation); (2) Storybook Reading (gives procedures for reading storybooks with children); (3) Reading Together and Rereading (presents methods of promoting reading fluency); (4) Figuring Out Words (describes multiple strategies to help children think about and figure out difficult words); (5) Supporting Understanding (presents methods of supporting understanding); and (6) Frameworks for Tutoring Young Children to Read (describes other tutoring programs). (Contains 31 references.) (NKA)

Children develop language-related abilities simultaneously from infancy onward, and the conditions that promote first language learning are the same conditions that promote total literacy development: a social context involving immersion, approximation, opportunity to practice, feedback, and modeling. Intended for teachers, reading specialists, administrators, students in teacher education programs, and for parents, this book presents descriptions of strategies for fostering emergent literacy and steps for carrying them out. An underlying theme is the merging of the art and the science of teaching. Chapters in the book are: (1) "Foundations of Early Literacy Development," including past practices, the whole-language movement, thematic instruction, and professional associations and related journals dealing with early literacy; (2) "Observing and Assessing the Needs of Children: Multicultural and Special Learning Needs," including various methods of assessment, and multicultural and language concerns; (3) "Family Literacy Partnerships: Home and School Working Together," exploring why family literacy is important, how to include a family literacy component in the literacy program, and multicultural considerations related to literacy; (4) "Language and Literacy Development," examining how children acquire language and formats for promoting language in the classroom; (5) "How Young Children Learn to Read and Write: An Emerging Literacy Perspective," including developmental trends in literacy acquisition and the place of play in the curriculum; (6) "Motivating Reading and Writing through the Use of Children's Literature," including preparing a literacy-rich environment and creative techniques for story telling; (7) "Developing Concepts about Books and Comprehension of Text," including repeated story readings, webbing and mapping, and authentic assessment of concepts and comprehension; (8) "Developing Reading through Learning about Print," including sight vocabulary, the language experience approach, and strategies for developing sound-symbol relationships; (9) "Writing and Literacy Development," examining how early writing is acquired and authentic assessment of children's writing development and the writing environment; and (10) "Organizing and Managing the Learning Environment for Literacy Development at School," including integrating literacy learning into content areas and strategies for meeting individual special needs. Each chapter includes two case-study activities. Four appendices list children's literature, quality television programs with associated children's books, computer software designed to promote literacy development and creativity, and suggestions for instructors. (HTH)

Intended for practitioners from preschool to college whose major interest is literacy development, this book presents 20 essays that discuss multiple perspectives of the varied definitions of family literacy and provide ideas for schools, community agencies, and families by presenting different types of programs to put into practice. Essays in the book also explain the meaning of family literacy in the United Kingdom and explore the uses of literacy in families. Essays are: "Family Literacy: New Perspectives, New Practices" (Lesley Mandel Morrow); "Which Way for Family Literacy: Intervention or Empowerment?" (Elsa Roberts Auerbach); "Implementing an Intergenerational Literacy Project: Lessons Learned" (Jeanne R. Paratore); "Combining Parents' and Teachers' Thoughts about Storybook Reading at Home and School" (Patricia A. Edwards); "The Family Writing and Reading Appreciation Program" (Lesley Mandel Morrow with others); "Have You Heard Any Good Books Lately?: Encouraging Shared Reading at Home with Books and Audiotapes" (Patricia S. Koskinen and others); "Enhancing Adolescent Mothers' Guided Participation in Literacy" (Susan B. Neuman); "Let the Circle Be Unbroken: Teens as Literacy Learners and Teachers" (Billie J. Enz and Lyndon W. Searfoss); "The Reading Is Fundamental Motivational Approach to Family Literacy" (Ruth Graves and James H. Wendorf); "Helping First Graders Get a Running Start in Reading" (Linda B. Gambrell and others); "The Even Start Family Literacy Program" (Patricia A. McKee and Nancy Rhett); "A Comprehensive Approach to Family-Focused Services" (Meta W. Potts and Susan Paull); "Parents and Children Reading Together: The Barbara Bush Foundation for Family Literacy" (Benita Somerfield); "Linking Families, Childcare, and Literacy: 'Sesame Street' Preschool Educational Program" (Iris Sroka and others); "The Family Literacy Alliance: Using Public Television, Book-Based Series To Motivate At-Risk Populations" (Twila C. Liggett); "Family Literacy Practi