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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)

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.]

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, 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)

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)