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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.

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?

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.

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.

Featuring leaders in the field of reading interventions, this book examines what we have learned from the research to help struggling readers in grades K-6. Focusing on strategies that have been proven effective, it helps educators meet the demands placed on them to ensure that students are making good progress toward becoming competent readers.

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.

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.

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.

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.

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.

This text argues that although the USA was founded on a principle of equal access to educational and economic opportunity, those who have always been found at the bottom of the educational ladder are black and Latin Americans. It uses case studies to explore the reasons why this happens.