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Introduces a framework for the response to intervention initiative. This book is useful to teachers, principals, administrators, policymakers, and people interested in creating schools where all students learn to read. It outlines the key factors essential for effective reform of early literacy programs.

This study uses research on literacy outside of school to challenge how we think about literacy inside of school. It seeks to bridge the divide in the literature between formal education and the many informal settings - homes, after-school programmes - in which literacy learning flourishes.

This work offers a new approach to understanding how young children in early and elementary grades communicate their knowledge of the world and the ways in which that kind of understanding can transform the educative process.

Illuminates the relationship between teacher research, teacher practice, and student learning. This book offers a framework, examples, and practical guidelines for designing and conducting individual and collaborative inquiries that build fresh knowledge and theories about teaching and learning.

This award-winning book continues to resonate with teachers and inspire their teaching because it focuses on the joy of reading and how it can engage and even transform readers. In a time of next generation standards that emphasize higher-order strategies, text complexity, and the reading of nonfiction, "You Gotta BE the Book" continues to help teachers meet new challenges.

This text provides insights into how elementary students think and talk about science. It provides a window into the children's thinking about the world, enabling the reader to see how students build complex theories, identify important questions and begin to enter the world of science.

This is a textbook about the beliefs, issues, and practices at the forefront of literacy education - from language, ethnic, and academic diversity, to social construction of meaning and knowledge. Commentaries by literacy scholars provide an expanded perspective on the many issues raised.

Focuses on how critical theories are manifested in language and literacy research. This book discusses critical consciousnesses in various places, at various times in the world, and at varying levels in language and literacy research.

Offering a fresh perspective on language socialization in Latino families, this book provides a historical, political, and cultural context for the language attitudes and socialization practices that help determine what and how Latino children speak, read, and write.

Shows how to create meaningful, intellectually stimulating programs of literary study that are developmentally appropriate for students' needs, interests, and experiences. This book provides a theoretically based model for creating developmentally appropriate literary study programs for elementary schools.

Formative and design experiments represent a methodology suited for educational research in general and literacy research in particular. This work addresses questions like what is the origin of formative and design experiments and how do they compare to other approaches to investigating interventions in classrooms?

Explores the debate about how best to engage children in the writing of nonfiction and suggests many instructional strategies for K-6 classrooms. Using transcripts and descriptions of children's actual writing practices, this book shows that children willingly embrace nonfiction writing when the genre is given an important place in the classroom.

This book examines the work of pioneers: teachers who have transformed their classrooms in an effort to broaden the literacy of their students, describing some of the most innovative examples of teaching and learning.

This resource offers an alternative framework for middle and secondary English instruction. The authors provide strategies for engaging students in critical inquiry projects about the social worlds they inhabit or about those portrayed in literature and the media.

This work examines the often cited but poorly supported claims that immigrants fail to learn English, and the mistaken belief that immigrant communities instead cling to their heritage languages, passing them from one generation to the next.

Intended for teachers who want to engage their students with young adult literature. This book presents instructional units centered on historical conflicts and texts. It features an array of learning strategies, which place students close to the featured novel or memoir while meeting standards and addressing a range of critical thinking skills.

Author Thomas McCann invites readers to rethink their approach to teaching writing by capitalizing on students' instinctive desire to talk. Drawing on extensive classroom research, he shows teachers how to craft class discussions that build students' skills of analysis, problem-solving, and argumentation as a means of improving student writing.

Featuring contributions from teachers and researchers, this work opens new territory on the topics of the intersection of race with literacy research and practice.

Through interviews with over 300 teachers and administrators in the US, this text examines whether state writing tests do what they are supposed to do - improve educational systems. It argues most existing tests actually have a harmful effect on the way students are taught.

An investigation into the lives of adolescent girls in middle school, this text follows a group of girls in and out of the classroom, focusing on what they read and write. It suggests that literacy plays an important role in maintaining friendship groups and in the construction of the self.