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Introduction
Literacy Knowledge and
Skills
Professional Development
Resources
Model Literacy
Programs
Teacher
Self-Assessment
Helpful Resources for
Parents
Acknowledgments
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Bibliography of
Instructional Materials
- What Really Matters for Struggling Readers: Designing
Research-Based Programs. (2001). Richard Allington, NY:
Addison-Wesley Educational Publishers, Inc. Richard Allington offers
easy-to-understand interpretations of research that support three
important principles and shows teachers how to use a variety of best
practices with children who are struggling readers.
- Reading Comprehension: Strategies for Independent Learners. (2001).
Camille Blackowicz and Donna Ogle. NY: The Guilford Press.
This readable book presents a detailed model of comprehension that that
provides the basis for a systematic discussion of the varied aspects of
reading instruction. The authors’ major goal is clear: to help teachers
develop active, motivated, and skillful readers who will successfully
meet the challenges of the 21st century.
- The Art of Teaching Reading. (2001) Lucy McCormick Calkins. NY:
Addison-Wesley Educational Publishers. This book serves as an
eloquent and desperately needed reminder of what matters most in
teaching reading. It provides teachers with the companionship and
guidance they need in order to approach each og the components of their
reading curriculum with new clarity and direction.
- The Literacy Map: Guiding Children to Where They Need to Be (K-3).
(2000). J. Richard Gentry. NY: Mondo. This book offers practical
measures to assure that your students’ literacy journeys to the next
grade level are successful. This accessible handbook is packed with
end-of-year Kindergarten through Third-Grade Benchmarks, schedules that
work, classroom management tips, assessment tools, and teaching
activities.
- Classrooms That Work: They All Can Read and Write. (1999).
Patricia M Cunningham and Richard Allington. NY: Longman. The
authors of this book have pulled together the best of what they know
currently works for classrooms and teachers so that teachers can teach
reading effectively.
- Guided Reading: Good First Teaching for All Children. (1996). Irene
Fountas and Gay Su Pinnell. NH: Heinemann. Children bring to
literacy a wide range of experience and competency. How can teachers
best support a literate community yet still meet the needs of individual
readers? For Fountas and Pinnell, the answer lies in guided reading,
which allows children to develop as individual readers within the
context of a small group.
- Strategies That Work: Teaching Comprehension to Enhance
Understanding. (2000) Stephanie Harvey and Anne Goudvis. Maine:
Stenhouse. Reading implies thinking and understanding, and teachers
can help children develop strategies for comprehension. Children need to
know how to make connections and ask questions, how to visualize and
infer, how to extract important ideas and to synthesize information if
they are to become fluent readers. The authors show how teachers can
model these strategies by thinking aloud and coding the text, lifting
text onto the overhead and reasoning through it in class discussions,
and bringing in their own books to model how adults use these
strategies.
- Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop.
(1997). Ellin Oliver Keene and Susan Zimmerman. NH: Heinemann. How
do students become thoughtful, independent readers who deeply understand
what they read? To find the answer the authors took a journey into the
thought processes of proficient readers. These processes serve as models
for the strategies offered in this book-strategies intended to help
children become more flexible, adaptive, and engaged readers.
- Reading Instruction That Works. (1998). Michael Pressley. NY: The
Guilford Press. Noted educational researcher Michael Pressley
synthesizes insights and data from a variety of disciplinary
perspectives to provide the scientific basis for an eclectic approach.
He makes a case for balancing decoding and comprehension skills
instruction with other elements to create an effective literacy
curriculum.
- Learning to Read: Lessons from Exemplary First-Grade Classrooms.
(2001). Michael Pressley, Richard Allington, Ruth Wharton-McDonald,
Cathy Collins Block, and Lesley Mandel Morrow. NY: The Guilford
Press. This book examines current research on first-grade literacy
instruction, and shows how it translates into what good teachers really
do in the classroom.
- Handbook of Early Literacy Research. Guilford Publications. Edited
by Susan B. Neuman and David K. Dickinson. (info@guilford.com) This volume
brings together leading authorities to report on current findings,
integrate insights from different disciplinary perspectives, and explore
ways to provide children with the strongest possible literacy
foundations in the first six years of life. The Handbook addresses
questions about emergent literacy, various strands of knowledge and
skills that emerge as children become literate, roles played by peers
and families, and approaches to instructional assessment.
- Systems for Change in Literacy Education A Guide to Professional
Development. (2001). Carol A. Lyons & Gay Su Pinnell, New Hampshire:
Heinemann Publishers. Systems for Change offers specific suggestions
for planning and implementing a literacy professional development
program. It provides a framework for conceptualizing professional
development programs, along with guidelines, descriptions, and examples
for using this framework to create a comprehensive K-6 professional
development literacy program. The Spiral of Learning presented on p. 12
is a useful model for thinking about professional development as
on-going learning.
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