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With a unique focus on grades 4 and 5, this book explains how to design and implement a research-based reading program that helps all students build major literacy skills (word recognition, fluency, vocabulary, and comprehension). The expert authors present ready-to-use activities, strategies, and lesson plans, along with detailed guidance for assessing students and providing instruction in differentiated small groups. Teachers get a clear understanding of how differentiation works in a tiered response-to-intervention model and how it aligns with the Common Core standards. In a convenient large-size format, the book includes extensive reproducible checklists and forms.

Bringing together leading scholars, this book describes proven ways to enhance early literacy skills in 3- and 4-year-olds, especially those from low-income families. Presented are scientifically based methods and approaches that are being applied in Early Reading First programs around the country. Important topics include promoting oral language and phonemic awareness, conducting read-alouds, setting up effective classroom environments, meeting the needs of English language learners, providing effective preschool coaching, using assessment to plan instruction, and helping students transition to kindergarten. Contributors also share lessons learned about evaluating and sustaining high-quality programs. Contents include: (1) Overview of Early Reading First (Michael C. McKenna, Sharon Walpole, and Kristin Conradi); (2) Language Facilitation in the Preschool Classroom: Rationale, Goals, and Strategies (Anita S. McGinty and Laura M. Justice); (3) Language and Literacy Development for English Language Learners in Preschool (Karen Ford); (4) Phonemic Awareness Instruction in Preschool: Research Implications and Lessons Learned from Early Reading First (Lea M. McGee and Alanna Rochelle Dail); (5) Improving the Quality of Preschool Read-Alouds: Professional Development and Coaching That Targets Book-Reading Practices (Tricia A. Zucker and Susan H. Landry); (6) Assessing Children's Needs (Billie J. Enz); (7) Preparing Centers and a Literacy-Rich Environment for Small-Group Instruction in Early Reading First Preschools (Lesley Mandel Morrow); (8) Evaluation: Practical Applications for Closing Achievement Gaps (Susan J. Kimmel and Priscilla L. Griffith); (9) Why Families Should Matter for Early Reading First (Martha Jane Buell, Michael Gamel-McCormick, and Donald Unger); (10) Assessing and Creating Effective Preschool Literacy Classroom Environments (D. Ray Reutzel and Cindy D. Jones); (11) Case Study of a Successful Urban Implementation (Cynthia W. Hutchinson, Christopher E. Chin, Joan A. Rhodes, and Evelyn Reed-Victor); (12) Case Study of a Successful Rural Early Reading First Implementation (Michael C. McKenna, Carol Brown, Glenda T. Eady, and Marilyn E. Lee); and (13) Early Reading First Graduates Go to Kindergarten: Are Achievement Gains Enduring? (Carol Vukelich, Martha Jane Buell, and Myae Han).

When the goal is supporting excellent teaching, there is no "one-size-fits-all" approach. This book helps literacy coaches and administrators navigate the many choices involved in developing and fine-tuning a coaching program that offers the best fit for a particular school. The authors draw on current research and their personal experiences in K-8 settings to provide guidance in nine chapters: (1) Models of Coaching; (2) Serving Adult Learners; (3) Serving Adult Learners in School Contexts; (4) The Role of Assessment in Coaching; (5) Providing Professional Support; (6) Classroom-Level Coaching; (7) Grade-Level Coaching; (8) Literacy Coaching in the Middle Grades; and (9) The Challenge of Reluctant Teachers. Reproducibles are included.

All teachers recognize the importance of matching literacy instruction to the ability level and needs of each child--but how can this crucial goal actually be accomplished? This indispensable book provides a research-based framework and flexible, highly practical strategies for making differentiated instruction work. Written by leading experts, the book presents: (1) Effective techniques for teaching each component of the beginning reading program; (2) A clear, easy-to-implement assessment system; (3) Step-by-step differentiation plans for K-3 classrooms; (4) Vivid classroom examples that illustrate differentiation in action; and (5) Scheduling tips, problem-solving ideas, and helpful reproducibles. Suggested audience for this book are: classroom teachers, reading specialists, literacy coaches, curriculum directors, and teacher educators. This book may serve as a supplemental text in early literacy methods and reading diagnosis courses. The contents of this book include: (1) Planning Differentiated Instruction; (2) Using Assessment to Differentiate Instruction; (3) Differentiating Phonemic Awareness Instruction; (4) Building Word Recognition; (5) Building Fluency; (6) Building Vocabulary; (7) Building Comprehension; (8) A Kindergarten Differentiation Plan; (9) A First-Grade Differentiation Plan; (10) A Second-Grade Differentiation Plan; (11) A Third-Grade Differentiation Plan. Also included is: Glossary of Reading Terms.

This book presents state-of-the-science research on the components of successful literacy learning and how to target them in contemporary classrooms. The volume builds on and extends the work of Steven Stahl, whose pioneering contributions encompassed the key areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and assessment. Ten classic papers by Stahl are accompanied by 16 new chapters by other leading experts, who highlight Stahl's theoretical, methodological, and instructional innovations; describe how knowledge about each domain continues to evolve; and discuss implications for helping all children become better readers. This book begins with a foreword (Lesley Mandel Morrow). This book is divided into six parts. Part I, Instructional Trends, includes the following chapters: (1) How Shall Research Inform Reading Instruction?: The Legacy of Steven A. Stahl (Michael C. McKenna); (2) Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis (Steven A. Stahl and Patricia D. Miller); (3) Fostering the Scientific Study of Reading Instruction by Example (Keith E. Stanovich and Paula J. Stanovich); (4) Understanding Shifts in Reading and Its Instruction (Steven A. Stahl); and (5) The Shift from Polarization in Reading: Relying on Research Rather Than Compromise (Timothy Shanahan). Part II, Reading Acquisition, includes the following chapters: (6) Phonics and Phonemic Awareness (Marilyn Jager Adams and Jean Osborn); (7) Defining Phonological Awareness and Its Relationship to Early Reading (Steven A. Stahl and Bruce A. Murray); (8) Hunting the Elusive Phoneme: A Phoneme-Direct Model for Learning Phoneme Awareness (Bruce A. Murray); (9) Everything You Wanted to Know about Phonics (but Were Afraid to Ask) (Steven A. Stahl, Ann M. Duffy-Hester, and Katherine A. Dougherty Stahl); and (10) More about Phonics: Findings and Reflections (Linnea C. Ehri). Part III, Fluency about Reading Fluency: The Contributions of Steven A. Stahl, Timothy Rasinski and James Hoffman, includes the following chapters: (12) Fluency-Oriented Reading Instruction (Steven A. Stahl and Kathleen Heubach); (13) Fluency-Oriented Reading Instruction: A Merging of Theory and Practice (Melanie R. Kuhn and Paula J. Schwanenflugel). Part IV, Vocabulary, includes the following chapters: (14) The State of Vocabulary Research in the Mid-1980s (William Nagy and Judith A. Scott); (15) The Effects of Vocabulary Instruction: A Model-Based Meta-Analysis (Steven A. Stahl and Marilyn M. Fairbanks); and (16) Issues in the Advancement of Vocabulary Instruction: Response to Stahl and Fairbanks's Meta-Analysis (Margaret McKeown and Isabel L. Beck). Part V, Comprehension, includes the following chapters: (17) Comprehension Research over the Past Three Decades, (Richard C. Anderson, Qiuying Wang, and Janet S. Gaffney); (18) Prior Knowledge and Difficult Vocabulary in the Comprehension of Unfamiliar Text (Steven A. Stahl, Michael G. Jacobson, Charlotte E. Davis, and Robin L. Davis); (19) Improving Students' Reading Comprehension (Barbara M. Taylor, P. David Pearson, Georgia Earnest Garcia, Katherine A. Dougherty Stahl, and Eurydice B. Bauer); (20) What Happens When Students Read Multiple Source Documents in History? (Steven A. Stahl, Cynthia R. Hynd, Bruce K. Britton, Mary M. McNish, and Dennis Bosquet); and (21) Reading Multiple Documents in History Class: Evolution of a Teaching Strategy Based on the Reading Processes of Practicing Historians (Cynthia Hynd Shanahan). The final part, Part VI, Assessment, includes the final chapters: (22) Connecting Scientific and Practical Approaches to Reading Assessment (Scott G. Paris); (23) An Educational Model of AA. Stahl (Melanie R. Kuhn, and J. Michael Pickle); (24) Intelligent Action as the Basis for Literacy Instruction in Classroom and Clinical Settings (Marjorie Y. Lipson); (25) The "Word Factors": A Problem for Reading Comprehension Assessment (Steven A. Stahl and Elfriedert) and (26) Making the Invisible Visible: The Development of a Comprehension Assessment System (Katherine A. Dougherty Stahl, Georgia Earnest Garcia, Eurydice B. Bauer, P. David Pearson, and Barbara M. Taylor). This book also contains an epilogue written by Michael C. McKenna.

This "Handbook" provides a comprehensive and international representation of state-of-the art research, theory, and practice related to principal areas in which significant developments are occurring in the study of literacy and technology. It offers a glimpse of the commonalities faced by literacy educators around the world, together with specific challenges raised by unique circumstances. Volume I of this "Handbook" endeavored to lay essential groundwork for the study of literacy and technology; it retains an explanatory value that will not weaken over time. Volume II differs considerably in conception. It assumes for the most part a higher level of expertise on the part of readers, and the projects and applications described by the contributors are characterized by greater sophistication. The scope of technology use is broader, and the challenges that have emerged are in sharper focus. A powerful feature of this volume is the addition of commentaries from experts across the field on the potential of technology in key dimensions of literacy. The title of Volume II has changed slightly to reflect the inclusion of contributions on a broad geographic basis. It is now a truly international Handbook, with chapter authors from six countries and five continents. The "International Handbook of Literacy and Technology: Volume II" is organized in five sections: (1) The Role of Technology in the New Literacies; (2) Technology Applications with Specific Populations; (3) Literacy Software and the Internet; (4) Teacher Education and Professional Development; and (5) The Potential of Technology in Key Dimensions of Literacy. The effects of technology on literate activity have been both sweeping and subtle, marked by an increasing variety of changes that are difficult to evaluate and project. Perhaps the only prediction that can be offered with certainty is that the impact of technology is irreversible. Specific changes may come and go, but literacy and technology seem inextricably linked. This "Handbook" is dedicated to that linkage and to examining the intricacies that define it. "International Handbook of Literacy and Technology: Volume II" is an essential reference for researchers, professionals, and students in reading/literacy education, literacy and technology, educational technology, and related areas, and will serve well as a text for upper-level and graduate courses on these topics.

Combining essential background knowledge with hands-on tools, this practical resource and textbook provides a detailed road map for conducting multidimensional reading assessment. The book presents effective ways to evaluate K-6 students' spelling, word recognition, fluency, comprehension, strategic knowledge, and more. Intended for preservice and inservice teachers and reading specialists, the book contains case examples which can help educators learn to tailor assessment to the needs of each child and use results strategically to inform instruction. Chapters in the book are: (1) Introduction to Reading Assessment; (2) General Concepts of Assessment; (3) Informal Reading Inventories and Other Measures of Oral Reading; (4) Fluency; (5) Emergent Literacy; (6) Word Recognition and Spelling; (7) Comprehension; (8) Strategic Knowledge; (9) Affective Factors; and (10) Preparing a Reading Clinic Report. Special features of this accessible large format book include numerous figures, tables, and sample assessment instruments, many with permission to photocopy. Case studies are appended. Contains extensive references. (NKA)

Intended as a practical resource, this book presents research-based instructional strategies for use with struggling readers in the upper elementary and middle grades. The book offers ideas for engaging students and developing the key components of successful reading: vocabulary, comprehension, word recognition, and fluency. Each chapter in the book reviews techniques for working on specific skills, provides needed materials and "teacher-friendly" instructional tips, and lists suggestions for further reading. It offers numerous reproducible charts, graphic organizer templates, and activities. Includes 39 selected professional resources. (NKA)

Noting the field of literacy education is vast and complicated, this book identifies the most significant issues and trends facing literacy educators today and to locate sources that explain principal viewpoints on these issues. Each chapter is made up of four parts: a brief introduction to the topic, the articles themselves, an annotated bibliography, and suggestions for further involvement. Articles in chapter 1, Balance, are: "A Survey of Instructional Practices of Primary Teachers Nominated as Effective in Promoting Literacy" (Michael Pressley, Joan Rankin, and Linda Yokoi); and "The Six Aspects of Literacy: A Curriculum Framework" (K. Au, J. Carroll, and J. Scheu). Articles in chapter 2, Phonics, are: "Everything You Wanted To Know about Phonics (But Were Afraid To Ask)" (Steven A. Stahl, Ann M. Duffy-Hester, and Katherine Anne Dougherty Stahl); and "Phonemic Awareness and the Teaching of Reading: A Position Statement from the Board of Directors of the International Reading Association" (International Reading Association). Articles in chapter 3, Multicultural Diversity, are: "Literacy Learning from a Multicultural Perspective" (Jim Anderson and Lee Gunderson); and "Exploring Culture through Children's Connections" (Sandy Kaser and Kathy G. Short). Articles in chapter 4, Reading Assessment, are: "Literacy Assessment Reform: Shifting Beliefs, Principled Possibilities, and Emerging Practices" (Robert J. Tierney); and "Transforming Student Assessment" (D. Monty Neill). Articles in chapter 5, Literacy Materials, are: "Basal Readers and the State of American Reading Instruction: A Call for Action" (The Commission on Reading, National Council of Teachers of English); "The Basalization of America: A Cause for Concern" (Constance Weaver); and "An Attack on Basal Readers for the Wrong Reasons" (Patrick Groff). Articles in chapter 6, Spelling, are: "The Case of Invented Spelling: How Theory Becomes Target Practice" (Edward Miller); and "Integrated Word Study: Spelling, Grammar, and Meaning in the Language Arts Classroom" (Marcia A. Invernizzi, Mary P. Abouzeid, and Janet W. Bloodgood). Articles in chapter 7, Emergent Literacy, are: "What Readers Do: Young Children's Ideas about the Nature of Reading" (Linda Teran Strommen and Barbara Fowles Mates); and "Research Based Answers to Questions about Emergent Literacy in Kindergarten" (Judi Lucas Lesiak). Articles in chapter 8, Content Literacy, are: "Let's Not Marginalize Adolescent Literacy" (Richard T. Vacca); and "Learning with Text in the Primary Grades" (Andrea M. Guillaume). Articles in chapter 9, Early Intervention, are: "Helping Struggling Readers: Linking Small-Group Intervention with Cross-Age Tutoring" (Barbara M. Taylor, Barbara E. Hanson, Karen Justice-Swanson, and Susan M. Watts); and "A Review of Reading Recovery" (Billie J. Askew, Irene C. Fountas, Carol A. Lyons, Gay Su Pinnell, and Maribeth C. Schmitt). Articles in chapter 10, Writing, are: "Process Writing and the Writer's Workshop: Excerpt from When Bad Things Happen to Good Ideas in Literacy Education: Professional Dilemmas, Personal Decisions, and Political Traps" (James V. Hoffman); "Process Writing and the Secondary School Reality: A Compromise" (Barbara Carney); and "Evaluation: The Center of Writing Instruction" (Jane Hansen). (RS)