Fundamentals of Literacy Instruction & Assessment, Pre-K-6
416
Fundamentals of Literacy Instruction & Assessment, Pre-K-6
416eBookSecond Edition, New edition (Second Edition, New edition)
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Overview
Understand the science of reading and how to implement evidence–based instruction to increase the reading and writing achievement of pre-K–6 students, including those at risk for reading difficulties. Fully revised and updated, this core text covers the research base for structured literacy instruction and practical guidance on the essential components of literacy instruction: oral language, phonemic awareness, phonics, vocabulary, fluency, comprehension, handwriting, spelling, and writing.
Woven throughout this new edition are proven strategies for applying explicit, systematic instruction, including affirmative and corrective feedback, active engagement, effective practice, and ongoing assessment of student progress. Practical features such as instructional activities, scripted demonstrations of lessons, and online resources give readers explicit examples of how to translate the research into classroom instruction. Engaging, pragmatic, and accessible, this book is an essential text for preservice teacher candidates and a valuable resource for experienced teachers, teacher educators, administrators, and other professionals involved in teaching foundational literacy skills.
WHAT’S NEW:
- New chapters focused on:
ONLINE COMPANION MATERIALS: Online Resource Appendix addressing each topic, PowerPoint slides for each chapter, an answer key for the Knowledge Assessment questions, sample lesson plans, and sample syllabi for teacher educators.
Learn more about the new edition!
Watch a webcast with editors Martha Hougen, Ph.D. and Susan Smartt, Ph.D.
Product Details
| ISBN-13: | 9781681253770 |
|---|---|
| Publisher: | Brookes Publishing |
| Publication date: | 07/23/2020 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| Pages: | 416 |
| Sales rank: | 398,144 |
| File size: | 38 MB |
| Note: | This product may take a few minutes to download. |
| Age Range: | 5 - 11 Years |
About the Author
Holly Tate Rocha, M.S., began her career as a public school teacher in a Houston-area urban school. During this time, she closely mentored new teachers and worked at the campus and district levels to serve on and lead committees focused on improving outcomes for students. Ms. Rocha is now a senior project manager at the Children’s Learning Institute at the University of Texas Health Science Center at Houston. She has supported several state projects, including the Texas Literacy Initiative, and works primarily in training development and delivery, instructional coaching, and leadership support.
Carol Tolman, Ph.D., As a national and international presenter, Dr. Tolman draws on her more than 25 years of experience in the public school system, with 13 of those years spent designing and implementing an innovative reading clinic and academic support collaborative for academically challenged high school students. Along with Dr. Louisa Moats, Dr. Tolman is the coauthor of the third edition of LETRS (Language Essentials for Teachers of Reading and Spelling), the gold standard in professional development for educators. It is Dr. Tolman’s goal to spread information about the science of reading to all educators to ensure that students experience high-quality instruction.
Joshua Wilson, Ph.D.,studies ways to improve the teaching and learning of writing and how automated writing evaluation software programs may be used to achieve those goals. A former special education teacher, Dr. Wilson is particularly interested in improving writing achievement for students with or at risk for learning disabilities. He regularly partners with school districts that are piloting automated writing evaluation, supporting districts’ efforts to study the resulting outcomes on writing instruction and learning.
Stephanie Al Otaiba, Ph.D., is a professor of teaching and learning at Southern Methodist University. A former special education teacher, her research focuses on early literacy interventions for students with or at-risk for disabilities, Response to Intervention (RTI), and teacher training. She is the author or coauthor of more than 130 articles and chapters. Dr. Al Otaiba is serves on the executive board of the International Dyslexia Association and is the Editor of the Journal of Learning Disabilities..
Suzanne Carreker, Ph.D., CALT-QI, joined Lexia Learning in 2015 as Principal Educational Content Lead, where she spearheaded the curriculum design of a groundbreaking reading program for struggling adolescent readers. Her career includes 28 years at Neuhaus Education Center, a nonprofit organization in Houston, Texas. She co-edited the fourth edition of Multisensory Teaching of Basic Language Skills (Paul H. Brookes Publishing Co., 2018) with Judith Birsh. In 2018, Dr. Carreker was the recipient of the Margaret Byrd Rawson Lifetime Achievement Award from the International Dyslexia Association for her commitment to excellence and advocacy for people with dyslexia.
Christie Cavanaugh, Ph.D.,is a clinical faculty member in the department of Specialized Education Services at the University of North Carolina Greensboro and serves as the edTPA Coordinator for all programs offering initial teaching licensure. Her areas of expertise are grounded in special education, reading instruction, and oral language development. She has worked with reading research centers and supported schools, districts, and state departments of education to implement practices and develop professional development materials for enhancing reading instruction and intervention at the elementary levels and language development for early childhood and elementary grades. Dr. Cavanaugh has published and presented nationally and internationally on language, reading, and Multi-Tiered Systems of Support. She also serves as an educational services consultant in literacy for CORE (Consortium on Reaching Excellence in Education).
Dr. Cheesman, who has worked in the field of dyslexia education since 1990, earned credentials as a Qualified Instructor of Academic Language Therapists at Columbia University and is certified as a Dyslexia Therapist by the International Dyslexia Association (IDA). She has presented lectures and workshops throughout the United States, Canada, and Kuwait. An active member of the Global Partners of IDA, Dr. Cheesman received a Fulbright Specialist Grant to develop Institutional Accreditation Standards for dyslexia organizations worldwide.
Stephen Ciullo, Ph.D., . Dr. Ciullo is an associate professor of special education at Texas State University. He earned his doctorate from the University of Texas at Austin. His research focuses on improving writing and reading outcomes for students with learning disabilities. Dr. Ciullo also conducts research to support the content-area literacy instruction of educators who teach students with learning disabilities. He was previously a special education teacher in New York.
Darcy Dycha, M.Ed., began her teaching career in an inner city school in Canada. Working for a large school district, she established herself as a leader in literacy instruction with funding from the Alberta Initiative for School Improvement. After moving to the United States, Ms. Dycha worked at the state level for Texas Reading First and then for the Texas Literacy Initiative. Currently, Ms. Dycha works for the Children’s Learning Institute at The University of Texas Health Science Center at Houston as a senior project manager where she researches, develops, and provides professional development for educators working with children from birth to grade 12.
Susan M. Ebbers, M.S.,taught middle and elementary grades for 15 years before moving into administration, curriculum writing, and research. Her doctoral studies focused on vocabulary development, morphological awareness, and the development of literacy. Her curricular materials are published by Voyager Sopris Learning. Her children’s literature is published by Rowe Publishing.
Vicki Gibson, Ph.D.,is a national educational consultant, author, and speaker specializing in differentiating instruction, classroom management, early childhood education, and emergent reading and writing instruction. She taught in public schools for 10 years and at Texas A&M University as an adjunct professor while owning and directing three private schools that served students ages 2–12 years. Dr. Gibson is the CEO of a consulting group that provides professional development for educators. Currently, she is the Executive Director of the TAMU Collaborative Learning Center for children ages 2–12 years beginning August 2019.
Heather Haynes Smith, Ph.D., is an associate professor at Trinity University in the Department of Education. She earned her doctorate in special education from the University of Kansas. She teaches courses on reading, learning disabilities and behavior disorders, and special education. Dr. Smith previously worked in education as an elementary teacher, K–12 literacy coach, state and national technical assistance provider, and program coordinator on research and dissemination grants. Her research interests include inclusion, integrating academic and behavior supports and social/emotional learning for students with learning disabilities, and practices to improve courses and teacher preparation.
Susanne James, Ph.D.,was a classroom teacher of students with disabilities for 13 years in instructional and inclusion settings in Kansas and Missouri. She has also been an instructional coach and educational consultant to school districts on coteaching, differentiated instruction, strategic instruction, and effective practices. Dr. James’s research interests include virtual learning, coteaching, teacher preparation, and strategic instruction.
Natalie G. Olinghouse, Ph.D., is an associate professor in the Educational Psychology Department and a research scientist in the Center for Behavioral Education and Research at the University of Connecticut. She has written publications for research and practitioner audiences on writing instruction and assessment, reading and writing connections, individual differences in writing, and the role of vocabulary in written composition. She is particularly interested in developing reliable and valid writing assessment and scoring methods. Dr. Olinghouse teaches graduate courses in the areas of student assessment, writing instruction and assessment, and academic/professional writing. She also provides consultation to states and districts on improving writing instruction and assessment to better meet students’ needs. Dr. Olinghouse has 12 years of special education teaching experience with students with mild to severe disabilities in Michigan and Florida.
Miriam Ortiz, Ph.D., received her doctorate in education and human development from Southern Methodist University (SMU) in 2017 with a focus on special education and Response to Intervention. Prior to completing her doctorate, Dr. Ortiz worked in Tallahassee, Florida, as a K–12 teacher for students with severe behavioral and emotional disabilities. She has worked closely with the researchers at SMU and across the country to improve the reading skills and achievement of struggling students and students with disabilities. Dr. Ortiz currently works as a clinical assistant professor at SMU in the Department of Teaching and Learning teaching courses in the Early Literacy Scholars Program, the Special Education Program, and the Doctoral Program. Dr. Ortiz is also the executive director for the Division for Learning Disabilities (TeachingLD.org) of the Council for Exceptional Children.
Deborah K. Reed, Ph.D., is a former English language arts and reading teacher as well as a reading specialist. Since 2003, she has been a researcher and technical assistance provider. Dr. Reed focuses on effective practices for reading instruction, intervention, and assessment.
Dr. Reutebuch holds a doctorate in special education with experience directing large-scale intervention, evaluation, and, professional development projects. She has served as a classroom teacher and reading coach before transitioning into higher education. Her areas of research include reading difficulty/disability in children and youth, including those targeting English learners and individuals with autism.
Table of Contents
About the Online Materials
About the Editors
About the Contributors
About the Online Materials
About the Editors
About the Contributors
Preface
Acknowledgments
Section I
An Introduction to Literacy Instruction and Assessment
1 Becoming an Effective Literacy Teacher
Martha C. Hougen
2 Critical Components of Teaching Structured Reading
Martha C. Hougen and Susan M. Smartt
3 Assessment Basics
Susan M. Smartt
4 Using Standards to Guide Instruction
Karin K. Hess
5 Foundational Skills for Literacy:Social-Emotional Skills and Language Development
Vicki Gibson
Section II
The Foundational Skills of Literacy Acquisition and Instruction
6 Oral Language and Listening Skill Development in Early Childhood
Christie Cavanaugh
7 Phonological Awareness:A Critical Foundation for Beginning Reading
Stephanie Al Otaiba, Miriam Ortiz, and Martha C. Hougen
8 Basic Phonics
Carol Tolman, Martha C. Hougen, and Susan M. Smartt
9 Advanced Word Study
Martha C. Hougen, Carol Tolman, and Susan M. Smartt
10 Beginning Handwriting, Spelling, and Composition Instruction
Suzanne Carreker
11 Fluency Instruction
Jan Hasbrouck and Martha C. Hougen
12 A Comprehensive Approach to Vocabulary Development
Deborah K. Reed, Martha C. Hougen, and Susan M. Ebbers
13 Comprehension Instruction:Grades K–3
Darcy Dycha and Holly Tate Rocha
14 Reading Comprehension Instruction:Grades 4–6
Stephen Ciullo and Colleen Klein Reutebuch
15 Disciplinary Literacy
Martha C. Hougen and Kristie Hotchkiss
16 Strategic and Meaningful Writing Instruction
Joshua Wilson, Natalie G. Olinghouse, and Sally Valentino Drew
Section III
Instructional Considerations to Enhance Effective Literacy Instruction
17 Literacy Instruction for English Learners
Elsa Cárdenas-Hagan
18 Technology for Elementary Literacy Instruction
Elaine A. Cheesman
Moving Forward:The Role of Reflection in Planning Literacy Instruction
Heather Haynes Smith and Susanne James
Conclusion Ten Tips to Becoming an Effective Teacher
Martha C. Hougen and Susan M. Smartt
Appendix A What to Include in Your Tutoring Toolbox
Appendix B Directions for the Jigsaw Activity
Appendix C Lesson Plan Template
Appendix D List of Assessments, Screening, and Progress Monitoring Tools
Appendix E Directions for a Sticky Board
Glossary
References
Index
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