Research-Based Practices for Teaching Common Core Literacy

by P. David Pearson, Elfrieda H. Hiebert

Overview

This one-of-a-kind resource will be invaluable to every teacher educator, every curriculum director, and every literacy coach, whether or not they must meet Common Core Standards. Bringing together perspectives from literacy luminaries, each addressing their specialty, this book offers an accessible fund of rich practices in literacy instruction. The book serves two purposes: First, it assembles a body of knowledge and wisdom from leading literacy researchers who each draw from a long career in the field to address topics of central importance to good literacy instruction. Second, these research-to-practice leaders connect established best practices and foundational research to the current challenge of instruction to meet Common Core Standards and other rigorous curriculum guidelines. The contributors point out strengths of the Common Core as well as issues and oversights that educators should be aware of. Closing chapters situate the Common Core within a continuum of educational policy and legislation. 

Contributors: Richard L. Allington, Monica T. Billen, Jay S. Blanchard, Robert Calfee, Gina N. Cervetti, Michael F. Graves, John T. Guthrie, Elfrieda H. Hiebert, James V. Hoffman, Rosalind Horowitz, Michael L. Kamil, Barbara Kapinus, Richard Long, Leigh Ann Martin, Kimberly McCuiston, James Nageldinger, David Paige, P. David Pearson, Timothy Rasinski, S. Jay Samuels, Barbara Taylor, Joanna P. Williams, Kathleen Wilson

“Pearson and Hiebert have long advocated for children in schools, and this volume is no exception. They and their chapter authors situate the CCSS within the historical and policy context in which it was written and support the literacy education community as we wrestle with the implications the standards have for research, for teachers, for teaching, and for learning.”
—Sharon Walpole, University of Delaware

“This book gets way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the standards. I read a lot, and I can't think of the last time I read anything about the CCSS as engaging and thought provoking as this.”
—Nell K. Duke, University of Michigan

Product Details

ISBN-13:	9780807773734
Publisher:	Teachers College Press
Publication date:	06/21/2015
Sold by:	Barnes & Noble
Format:	eBook
File size:	4 MB

About the Author

P. David Pearson is a professor and former dean at the Graduate School of Education at the University of California, Berkeley. Elfrieda H. Hiebert is president and CEO of TextProject, Inc. and a research associate at the University of California, Santa Cruz.

Table of Contents

Foreward Nell K. Duke vii

Preface ix

Acknowledgments xiii

Part I Processes and Frameworks

1 Fifty Years of Reading Comprehension Theory and Practice P. David Pearson Gina N. Cervetti 1

2 The Use of Research in Federal Literacy Policies Barbara Kapinus Richard Long 25

3 Relevance of Models of Reading for Common Core State Standards Michael L. Kamil 41

4 Oral Language: The Genesis and Development of Literacy for Schooling and Everyday Life Rosalind Horowitz 57

Part II The Content of Literacy Instruction

5 Reading Comprehension Instruction: Moving into a New Era Joanna P. Williams 79

6 Common Core State Standards and Multiple-Source Reading Comprehension Jay S. Blanchard S. Jay Samuels 93

7 Growth of Motivations for Cognitive Processes of Reading John T. Guthrie 107

8 Building a Vocabulary Program That Really Could Make a Significant Contribution to Students Becoming College and Career Ready Michael F. Graves 123

9 Reading Fluency: Neglected, Misunderstood, but Still Critical for Proficient Reading Timothy Rasinski David Paige James Nageldinger 143

10 The Potential Impact of the Common Core State Standards on Reading Volume Richard L. Allington Monica T. Billen Kimberly McCuiston 161

11 Formative Assessment: An Evolution or Revolution for Classroom Teacher? Robert Calfee Barbara Kapinus Kathleen M. Wilson 179

Part III The Context of Literacy Instruction

12 Grounding Common Core Teaching in Proven Practices: Schoolwide Efforts to "Close the Achievement Gap" Barbara M. Taylor 201

13 Changes in the Texts of Reading Instruction During the Past 50 Years Elfrieda H. Hiebert Leigh Ann Martin 215

14 Teachers or Programs? A Historical Perspective on Where Trust Is Placed in Teaching Reading James V. Hoffman P. David Pearson 237

About the Contributors 258

Index 262

What People are Saying About This

From the Publisher

"This book goes way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the Standards. I read a lot, and I can't think of the last time I read anything about the CCSS as engaging and thought provoking as this."
— From the Foreword by Nell K. Duke, University of Michigan

"Pearson and Hiebert have long advocated for children in schools, and this volume is no exception. They and their chapter authors situate the CCSS within the historical and policy context in which it was written and support the literacy education community as we wrestle with the implications the Standards have for research, for teachers, for teaching, and for learning."
—Sharon Walpole, University of Delaware