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Now in its fourth edition, the "Handbook of Research on Teaching the English Language Arts" -- sponsored by the International Literacy Association and the National Council of Teachers of English -- remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the third edition in 2010, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. A Companion Website extends and enhances the Handbook with a wealth of additional resources. The "Handbook of Research on Teaching the English Language Arts, Fourth Edition": (1) Addresses all of the language arts within a holistic perspective (speaking/listening, language, writing, reading); (2) Is well grounded and balanced in theory and research while promoting validated practice; (3) Features authors who are known for their expertise and who represent diversity in culture, years in the profession, and geographic location; (4) Gives attention to special populations and instructional contexts; (5) Includes new media literacies; and (6) Has the authority of a research handbook while remaining practical for students in masters and doctoral classes. This book contains the following chapters: (1) Significant Literacy Research Informing English Language Arts Instruction (Richard Beach and David O'Brien); (2) Re-Positioning Race in English Language Arts Research (Arlette Ingram Willis); (3) Literacy Engagement and Motivation: Rationale, Research, Teaching and Assessment (John T. Guthrie and Allan Wigfield); (4) Reading Comprehension, Critical Understanding: Research-Based Practice (Maureen McLaughlin and Glenn DeVoogd); (5) Toward a New Appreciation of Speaking and Listening (Cheryl McLean, Mastin Prinsloo, Jennifer Rowsell, and Scott Bulfin); (6) Vocabulary Instruction:Research and Practice (Susan Watts-Taffe, Peter Fisher, and Camille Blachowicz); (7) Academic Vocabulary Instruction: Building Knowledge about the World and How Words Work (J. Kenneth Logan and Michael J. Kieffer); (8) Cultivating Students' Inner Language of Comprehending Through Classroom Conversation (Jeffrey Zwiers); (9) Word Study, Research to Practice: Spelling, Phonics, Meaning (Shane Templeton and Donald Bear); (10) Writing: Research and Practice (Steven Graham); (11) The Promise and Challenge of Language Arts Assessment in 21st Century Classrooms (Peter Afflerbach and Jennifer Turner); (12) Disciplinary Literacy (Cynthia Shanahan and Timothy Shanahan); (13) Diverse Learners in Linguistically Complex Classroom Research, Policy and Practice (Arnetha Ball and Robert Jimenez); (14) Repositioning Online Reading To A Central Location In The Language Arts (Lisa Kervin, Jessica Mantei, and Donald J. Leu); (15) Language Arts Learning in Multimodal and Multilingual Contexts (Angie Zapata, Tasha Tropp Laman, and Amy Seely Flint); (16) It is About Time for Comprehensive Language Arts Instruction (We've Tried Everything Else!) (Patricia Cunningham and James Cunningham); (17) Language Arts Instruction in Middle and High School Classrooms (Allison Skerrett and Amber Warrington); and (18) I Know I Can!: Teacher Self-efficacy in the English Language Arts Classroom (Megan Tschannen-Moran, Denise Johnson, and Bronwyn MacFarlane).

Offering fresh alternatives to common instructional practices that fail to get results, this accessible, highly practical guide highlights ways to motivate middle school students while enhancing content-area learning. Each chapter features an enlightening case study of a teacher whose current strategies are not supported by research; describes effective instructional alternatives, illustrated with concrete examples; and lists online resources and lesson examples. Emphasis is given to supporting critical engagement with texts and drawing on technology and new literacies. The book covers specific content areas--including science, social studies, math, and literature--as well as ways to teach oral literacy and writing across the curriculum. This book is divided into three sections. Section I, Teaching Content Literacy, contains the following: (1) If They Can't Read Their Science Books--Teach Them How (Maria Grant); (2) If They Can't Read Their Social Studies Books--Support Their Learning with Guided Instruction (Karen D. Wood, Jennifer I. Hathaway, and Lina B. Soares); (3) If You Want to Motivate the Learning of Mathematics--Use the Visual Arts as a Lens to Learning (Robin A. Ward and Susan Troutman); (4) If You Want to Move Beyond the Textbook--Add Young Adult Literature to Content Area Classes (Virginia S. Loh); (5) If You Want Students to Read--Motivate Them (Joan Kindig); (6) If You Want Students to Use New Literacies--Give Them the Opportunity (Stephanie Schmier and Marjorie Siegel); (7) If You Want Students to Evaluate Online Resources and Other New Media--Teach Them How (Jill Castek); and (8) If You Think Students Should Be Critically Literate--Show Them How (Peggy Albers). Section II, Developing Spoken and Written Language, presents: (9) If You Want to Take the Ho-Hum Out of History--Teach Writing That's Right for New Times (Dana L. Grisham and Thomas DeVere Wolsey); (10) If Students Are Unmotivated Writers--Motivate Them (Jane Hansen and Timothy Shea); (11) If Students Are Not Succeeding as Writers--Teach Them to Self-Assess Using a Rubric (Judy M. Parr and Rebecca Jesson); (12) If You Want Students to Learn Academic English--Teach It to Them (Dianna Townsend); (13) If You Want Students to Learn Vocabulary--Move Beyond Copying Words (Kathy Ganske); and (14) If You Value Student Collaboration--Hold Students Accountable for Collaborative Group Work (Heather Casey). Section III, Establishing Effective Learning Routines, includes: (15) If You Think Book Clubs Matter--Set Some Up Online (Thomas DeVere Wolsey and Dana L. Grisham, with Melissa Provost); (16) If You Want Students to Read Widely and Well--Eliminate Round-Robin Reading (Kelly Johnson and Diane Lapp); (17) If You Want to Eliminate Misconceptions and Errors--Support Learning with Questions, Prompts, Cues, and Explanations (Douglas Fisher and Nancy Frey); (18) If You Want Students to Take Notes Instead of Copying Them--Teach Them How (Christianna Alger and Barbara Moss); (19) If You Want to Help Students Organize Their Learning--Fold, Think, and Write with Three-Dimensional Graphic Organizers (Nancy Frey and Douglas Fisher); and (20) If Homework Really Matters--Assign Some That's Valuable (Cynthia H. Brock, Julie L. Pennington, and Jennifer D. Morrison).

This teacher-friendly guide is packed with motivating lessons designed to improve the content learning and literacy skills of English language learners (ELLs) in K-8. Offering research-supported strategies that teachers can implement immediately, the book explains how to use content-area texts to support ELLs' growth in five crucial areas: comprehension, pronunciation, fluency, vocabulary, and grammar. This hands-on volume is: (1) Unique: Demonstrates how to build ELLs' literacy skills and content knowledge simultaneously; (2) Effective: Research-supported strategies align with both TESOL and Common Core standards; and (3) Practical: More than two dozen worksheets for classroom use are presented in a large, easy-to-reproduce format.

Now in its third edition, the "Handbook of Research on Teaching the English Language Arts"--sponsored by the International Reading Association and the National Council of Teachers of English--offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders: (1) provide historical and theoretical perspectives about teaching the language arts; (2) focus on bodies of research that influence decision making within the teaching of the language arts; (3) explore the environments for language arts teaching; and (4) reflect on methods and materials for instruction. Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one's knowledge. A Companion Website, new for this edition, provides PowerPoint® slides highlighting the main points of each chapter. This book contains the following chapters: (1) Who Is Learning Language(s) in Today's Schools? (Verónica E. Valdez, Rebecca M. Callahan); (2) As Learners Acquire Language (Courtney B. Cazden); (3) When Learners Speak Two or More Languages (Kathy Escamilla, Susan Hopewell); (4) Research on Diverse Students in Culturally and Linguistically Complex Language Arts Classrooms (Arnetha F. Ball, Allison Skerrett, Ramón Antonio Martínez); (5) Crossing Borders with Language: Teachers and the Transformative Potential of Professional Development Opportunities); (6) Early Literacy Development: Merging Perspectives That Influence Practice (Lesley Mandel Morrow, Susan Dougherty); (7) The Development of Literacy in the Elementary School (Dorothy Strickland, Dianna Townsend); (8) Language Arts Learning in the Middle Grades (Joyce E. Many, Mary Ariail, Dana L. Fox); (9) The Context of English Language Arts Learning: The High School Years (Thomas W. Bean, Helen Harper); (10) Context Specific Literacy Instruction (Ernest Morrell); (11) Adult Literacy: A Review from Two Perspectives (Bill Muth, Kristen H. Perry); (12) Variation in Language and the Use of Language Across Contexts: Implications for Literacy Teaching (and Learning); (13) Family Literacy on the Defensive: The Defunding of Even Start--Omen or Opportunity? (Jeanne R. Paratore and David B. Yaden, Jr.); (14) Out-of-School Literacy Contexts (Lalitha Vasudevan, Kelly Wissman); (15) Literacy Education in the Context of Globalisation (Allan Luke, Radha Iyer, Catherine Doherty); (16) Integrating the Elementary Language Arts: An Historical Perspective (E. Jennifer Monaghan, Douglas K. Hartman); (17) The Consideration of Costs in Improving Literacy (Henry M. Levin); (18) Alignment of Cognitive Processes in Reading with Motivations for Reading (John T. Guthrie, Ana Taboada, and Allan Wigfield); (19) Sociocultural Theory: Expanding the Aims and Practices of Language Arts Education (Patricia Enciso, Caitlin Ryan); (20) English Language Learners: Language and Relationships (Robert T. Jiménez, Brian C. Rose, Mikel W. Cole, Tanya R. Flushman); (21) Literary Theories and Teaching of English Language Arts (Richard Beach, Thomas Swiss); (22) Education Policy and the Language Arts (Timothy Shanahan); (23) Transforming English Language Arts in a Web 2.0 World (Richard Beach, Glynda Hull, and David O'Brien); (24) Literacy and ICT in the Early Years (Rachael Levy, Jackie Marsh); (25) The Material and the Situated: What Multimodality and New Literacy Studies Do for Literacy Research (Jennifer Rowsell, Kate Pahl); (26) Media Literacy (Stacie L. Tate); (27) Critical Literacy, Critical Engagement, and Digital Technology: Convergence and Embodiment in Glocal Spheres); (28) Making Visual Analysis Critical (Peggy Albers, Vivian Vasquez, Jerome C. Harste); (29) Webs of Significance: Semiotic Perspectives on Text (Marjorie Siegel, Deborah Wells Rowe); (30) Tracing Instructional Tensions in the Teaching of the English Language Arts: A Primer (George G. Hruby, Sylvia Read, Melanie Landon-Hays); (31) I Know I Can!: Teacher Self-Efficacy in the English Language Arts Classroom (Megan Tschannen-Moran, Bronwyn MacFarlane); (32) Teaching for Transformation: Drama and Language Arts Education (Brian Edmiston); (33) Teaching Phonemic Awareness and Phonics in the Language Arts Classroom: A Developmental Approach (Linnea C. Ehri); (34) The Art and Science of Teaching Reading Fluency (Timothy Rasinski); (35) Teaching Spelling in the English/Language Arts Classroom (Shane Templeton); (36) Vocabulary Instruction: Three Contemporary Issues (Peter J. Fisher, Camille L. Z. Blachowicz, Susan Watts-Taffe); (37) Comprehension: The Cooperation of Many Forces (Douglas Fisher, Diane Lapp, Nancy Frey); (38) Students' Literary Responses (Nancy Roser, Miriam Martínez, Karen Wood); (39) K-12 Students as Writers: Research and Practice (Jane Hansen, Brian Kissel); (40) Critical Literacy as Comprehension: Understanding at Deeper Levels (Maureen McLaughlin and Glenn DeVoogd); (41) Passive Dupes, Code Breakers, or Savvy Users: Theorizing Media Literacy Education in English Language Arts); (42) The Relevance of Rhetoric (Nancy Nelson); (43) Grammar and Literacy Learning (Meg Gebhard, J. R. Martin); (44) Diversity and English Language Arts Assessment (Peter Afflerbach and Summer Clark); (45) Assessment Frameworks for Teaching and Learning English Language Arts in a Digital Age (Julie Coiro, Jill Castek); (46) Authentic Professional Development and Assessment for Language Arts Teachers Capacity for Change (Patricia Ruggiano Schmidt, Sunita Singh); (47) Assessing Every Child: Using Purposeful Language Arts Assessments in Diverse Classrooms (Jennifer D. Turner, Chrystine C. Hoeltzel); (48) Issues in the Assessment of Culturally and Linguistically Diverse Students with Special Needs (Janette K. Klingner, KaiLonnie Dunsmore, and Patricia Edwards); (49) Assessing the English Language Learner (ELL) (Lee Gunderson, Dennis Murphy Odo, and Reginald D'Silva); (50) Complexity, Multiplicity, Timeliness, and Substantive Engagement: Methodologies for Researching the Teaching of the English Language Arts); (51) Research as Praxis: Documenting the Dialectical Relationship Between Theory and Practice (Steven Z. Athanases); (52) Policy and Research in the English Language Arts: Massive, Inclusive, and Artful Design Choices (Peter Freebody); (53) Ethnographic Research in Teaching and Learning the English Language Arts: Studying the Cultural Contexts of Teaching and Learning the English Language Arts); (54) Analyzing Text and Talk Through Critical Discourse Analysis (Stephanie Power-Carter); (55) Emic Perspectives of Research (Thandeka Chapman, Valerie Kinloch); (56) Research Designs for Empirical Research (Robert C. Calfee, Marilyn J. Chambliss); (57) Child Development Studies Over Time (Stuart McNaughton); (58) Theory and Method in Research on Literacy Practices: Adaptations and Alignment in Research and Praxis (Peter Smagorinsky); (59) English in the Era of Globalisation: Implications for Research Methodologies for English Language Arts (Anthony J. Liddicoat); (60) Syncretic Approaches to Studying Movement and Hybridity in Literacy Practices (Kris D. Gutiérrez, Andrea C. Bien, Makenzie K. Selland); and (61) Critical Approaches to Research in English Language Arts (Arlette Willis). [For the second edition, see ED471068.]

Even the youngest readers and writers in today's classrooms can benefit enormously from engagement with a wide range of traditional and nontraditional texts. This teacher-friendly handbook is packed with creative strategies for introducing K-3 students to fiction, poetry, and plays; informational texts; graphic novels; digital storytelling; Web-based and multimodal texts; hip-hop; advertisements; math problems; and many other types of texts. Prominent authorities explain the research base underlying the book's 23 complete lessons and provide practical activities and assessments for promoting decoding, fluency, comprehension, and other key literacy skills. Snapshots of diverse classrooms bring the material to life; helpful reproducibles are included. This book contains the following chapters: (1) Introduction (Barbara Moss and Diane Lapp); (2) Teaching with Folk Literature in the Primary Grades (Terrell A. Young, Barbara A. Ward, and L. Beth Cameron); (3) Every Story Has a Problem: How to Improve Student Narrative Writing in Grades K-3 (Sue Dymock and Tom Nicholson); (4) Poetry Power: First-Graders Tackle Two-Worders (Claudia Dybdahl and Tammy Black); (5) Using Readers' Theater to Engage Young Readers (Regina M. Rees); (6) Junior Journalists: Reading and Writing News in the Primary Grades (Nancy Frey and Douglas Fisher); (7) Using Procedural Texts and Documents to Develop Functional Literacy in Students: The Key to Their Future in a World of Words (Martha D. Collins and Amy B. Horton); (8) Going Beyond Opinion: Teaching Primary Children to Write Persuasively (Dana L. Grisham, Cheryl Wozniak, and Thomas DeVere Wolsey); (9) Reading Biography: Evaluating Information across Texts (Barbara Moss and Diane Lapp); (10) Using Comic Literature with Elementary Students (Chris Wilson); (11) Using Primary-Source Documents and Digital Storytelling as a Catalyst for Writing Historical Fiction (Carol J. Fuhler); (12) Self-Expressing through Hip-Hop as Culturally Responsive Pedagogy (Nadjwa E. L. Norton); (13) Exploring High-Stakes Tests as a Genre (Charles Fuhrken and Nancy Roser); (14) Reading a Science Experiment: Deciphering the Language of Scientists (Maria Grant); (15) Reading + Mathematics = SUCCESS: Using Literacy Strategies to Enhance Problem-Solving Skills (Mary Lou DiPillo); (16) Promoting Literacy through Visual Aids: Teaching Students to Read Graphs, Maps, Charts, and Tables (Paola Pilonieta, Karen Wood, and D. Bruce Taylor); (17) Critically Reading Advertisements: Examining Visual Images and Persuasive Language (Lori Czop Assaf and Alina Adonyi); (18) Reading Web-Based Electronic Texts: Using Think-Alouds to Help Students Begin to Understand the Process (Christine A. McKeon); (19) Comparatively Reading Multiple Sources: Developing Critical Literacy in a Second-Grade Classroom (Jesse Gainer); (20) Using Written Response for Reading Comprehension of Literary Text (Ruth Oswald, Evangeline Newton, and Joanna Newton); (21) Reading Persuasive Texts (Thomas DeVere Wolsey, Cheryl Pham, and Dana L. Grisham); (22) Writing a Biography: Creating Powerful Insights into History and Personal Lives (Dorothy Leal); (23) Monumental Ideas for Teaching Report Writing through a Visit to Washington, DC (Susan K. Leone); (24) Writing Summaries of Expository Text Using the Magnet Summary Strategy (Laurie Elish-Piper and Susan R. Hinrichs); and (25) Conclusion: Looking Back, Looking Forward (Diane Lapp and Barbara Moss).

Upper-elementary students encounter a sometimes dizzying array of traditional and nontraditional texts both in and outside of the classroom. This practical handbook helps teachers in grades 4-6 harness the instructional potential of fiction, poetry, and plays; informational texts; graphic novels; digital storytelling; Web-based and multimodal texts; hip-hop; advertisements; math problems; and many other types of texts. Twenty-four complete lessons promote critical literacy skills such as comprehending, analyzing, and synthesizing information and using writing to communicate new ideas and pose questions. Snapshots of diverse classrooms are accompanied by clear explanations of the research base for instruction in each genre. Ready-to-use reproducibles are included. Contents of this book include: (1) Introduction (Barbara Moss and Diane Lapp); (2) Transforming Traditional Tales to Improve Comprehension and Composition (Terrell A. Young, Laura Tuiaea, and Barbara A. Ward); (3) Every Story Has a Problem: How to Improve Student Narrative Writing in Grades 4-6 (Sue Dymock and Tom Nicholson); (4) Teaching Poetry (Claudia Dybdahl); (5) Using Readers' Theater to Engage Students with Drama (Regina M. Rees); (6) Teaching Journalistic Style: A Newspaper Genre Study (Nancy Frey and Douglas Fisher); (7) Using Procedural Texts and Documents to Develop Functional Literacy with Students: The Key to Their Future in a World of Words (Martha D. Collins and Amy B. Horton); (8) Going Beyond Opinion: Teaching Children to Write Persuasively (Dana L. Grisham, Cheryl Wozniak, and Thomas DeVere Wolsey); (9) Reading Biography: Evaluating Information across Texts (Barbara Moss and Diane Lapp); (10) Using Comic Literature with Older Students (Chris Wilson); (11) Using Primary-Source Documents and Digital Storytelling as a Catalyst for Writing Historical Fiction in the Fourth Grade (Carol J. Fuhler); (12) No Stripping Allowed: Reading and Writing Political Cartoons (James Bucky Carter with Kelly Lynn Carter); (13) Self-Expressing through Hip-Hop as Culturally Responsive Pedagogy (Nadjwa E. L. Norton); (14) Exploring High-Stakes Tests as a Genre (Charles Fuhrken and Nancy Roser); (15) Reading a Science Experiment: Deciphering the Language of Scientists (Maria Grant); (16) Reading + Mathematics = SUCCESS: Using Literacy Strategies to Enhance Problem-Solving Skills (Mary Lou DiPillo); (17) Promoting Literacy through Visual Aids: Teaching Students to Read Maps, Charts, Graphs, and Tables (Paola Pilonieta, Karen Wood, and D. Bruce Taylor); (18) Critically Reading Advertisements: Examining Visual Images and Persuasive Language (Lori Czop Assaf and Alina Adonyi); (19) Reading Web-Based Electronic Texts: Using Think-Alouds to Help Students Begin to Understand the Process (Christine A. McKeon); (20) Developing Critical Literacy: Comparatively Reading Multiple Text Sources in a Sixth-Grade Classroom (Jesse Gainer); (21) Using Written Response for Reading Comprehension of Literary Text (Evangeline Newton, Ruth Oswald, and Todd Oswald); (22) Reading Persuasive Texts (Thomas DeVere Wolsey, Cheryl Pham, and Dana L. Grisham); (23) Writing a Biography: Creating Powerful Insights into History and Personal Lives (Dorothy Leal); (24) Monumental Ideas for Teaching Report Writing through a Visit to Washington, DC (Susan K. Leone); (25) Writing Summaries of Expository Text Using the Magnet Summary Strategy (Laurie Elish-Piper and Susan R. Hinrichs); and (26) Conclusion: Looking Back, Looking Forward (Diane Lapp and Barbara Moss).