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A highly regarded teacher resource and widely adopted text, this book is grounded in current knowledge about literacy teaching and learning in grades PreK-8. The field's leading authorities present accessible recommendations for best practices that can be tailored to fit specific classroom circumstances and student populations. Provided are strategies for helping all students succeed—including struggling readers and English language learners—and for teaching each of the major components of literacy. The book also addresses ways to organize instruction and innovative uses of technology. Every chapter includes concrete examples, Engagement Activities, and resources for further learning.

New to This Edition
-Incorporates the latest research findings and instructional practices.
-Chapters on motivation, content area teaching, new literacies, and family literacy.
-Addresses timely topics such as response to intervention, the new common core standards, English language learning, and policy issues.

Course Use: Serves as a text in such courses as Methods of Reading Instruction, Teaching Literacy in the Elementary School, and Reading Diagnosis and Instruction.

Audience: Classroom teachers in grades PreK-8; reading specialists and staff developers; teacher educators.

Grade Range: PreK—8

Foreword, Nell K. Duke
Introduction, Jennifer Renner Del Nero, Lesley Mandel Morrow, and Linda B. Gambrell

I. Perspectives On Best Practices

1. Evidence-Based Best Practices in Comprehensive Literacy Instruction, Linda B. Gambrell, Jacquelynn A. Malloy, and Susan Anders Mazzoni

2. Balance in Comprehensive Literacy Instruction: Evolving Conceptions, Christina L. Madda, Vicki Benson Griffo, P. David Pearson, and Taffy E. Raphael

II. Best Practices For All Students

3. Best Practices in Early Literacy: Preschool, Kindergarten, and First Grade, Lesley Mandel Morrow, Diane H. Tracey, and Jennifer Renner Del Nero

4. Best Practices with Struggling Readers, Richard L. Allington

5. Best Practices in Literacy Instruction for English Language Learners, María S. Carlo and Alain Bengochea

6. Best Practices in Adolescent Literacy Instruction, Donna Ogle and Laura Lang

III. Evidence-Based Strategies For Literacy Learning and Teaching

7. Best Practices in Motivating Students to Read, John T. Guthrie

8. Best Practices in Teaching Phonological Awareness and Phonics, Patricia M. Cunningham

9. Best Practices in Vocabulary Instruction Revisited, Camille L. Z. Blachowicz and Peter J. Fisher

10. Best Practices in Comprehension Instruction, Janice F. Almasi and Susan J. Hart

11. Best Practices in Fluency Instruction, Melanie R. Kuhn and Timothy Rasinski

12. Best Practices in Teaching Writing, Karen Bromley

13. Best Practices in Literacy Assessment, Peter Afflerbach, Jong-Yun Kim, Maria Elliker Crassas, and Byeong-Young Cho

IV. Perspectives On Special Issues

14. Best Practices in Content-Area Teaching, Douglas Fisher and Nancy Frey

15. Effective Use of Technology in Literacy Instruction, Michael C. McKenna, Linda D. Labbo, Kristin Conradi, and Jessica Baxter

16. New Literacies in Literacy Instruction, Jennifer Rowsell and Diane Lapp

17. Organizing Effective Literacy Instruction: Differentiating Instruction to Meet Student Needs, D. Ray Reutzel

18. Parent-Teacher Partnerships That Make a Difference in Children's Literacy Achievement, Jeanne R. Paratore and Patricia A. Edwards

19. Best Practices in Professional Development for Improving Literacy Instruction in Schools, Rita M. Bean and Aimee L. Morewood

"Now in its fourth edition, [ital]Best Practices in Literacy Instruction[/ital] just keeps getting better! This comprehensive volume offers up-to-date, evidence-based information on virtually everything a teacher needs to know about literacy instruction. Clearly written, with end-of-chapter activities to promote deeper understanding, this book is indispensable for preservice and master’s courses in literacy programs and for school professional development efforts."/m-/Mariam Jean Dreher, PhD, Department of Curriculum and Instruction, University of Maryland, College Park

"This work is useful and progressive, incorporating views and perspectives from leading experts. It is an excellent source of references that summarize recent advances in early intervention and treatment, in addition to contextualizing issues from a historical perspective....This book is recommended to any researcher, clinician, or student who wishes to gain a better understanding of the developmental processes of bipolar disorder."/m-/Child and Adolescent Mental Health[/ital] (Sara Evans-Lacko, Vol. 17, No. 1, February 2012) (British Publication)

Linda B. Gambrell, PhD, is a Professor in the Eugene T. Moore School of Education at Clemson University. Prior to coming to Clemson University, she was Associate Dean for Research at the University of Maryland. From 1992 to 1997, she was principal investigator at the National Reading Research Center, where she directed the Literacy Motivation Project. Dr. Gambrell began her career as an elementary classroom teacher and reading specialist in the public schools. She has written books on reading instruction and has published in a range of professional journals. She is past president of the National Reading Conference and the College Reading Association and was recently elected to serve as President of the International Reading Association (2007-2008). In 2004 she was elected to the Reading Hall of Fame. Prior awards include the 1998 International Reading Association's Outstanding Teacher Educator in Reading Award, the 2001 National Reading Conference's Albert J. Kingston Award, and the 2002 College Reading Associate Laureate Award. Dr. Gambrell's current interests are in the areas of reading comprehension strategy instruction, literacy motivation, and the role of discussion in teaching and learning.

Lesley Mandel Morrow, PhD, is Professor of Literacy at Rutgers University's Graduate School of Education, where she is Chair of the Department of Learning and Teaching. She began her career as a classroom teacher, became a reading specialist, and received her PhD from Fordham University. She has done extensive research in the areas of early literacy development and the organization and management of language arts programs, which involves working with children and families from diverse backgrounds. Dr. Morrow has authored or edited more than 250 publications. She received the Excellence in Research, Teaching, and Service Award from Rutgers University, the International Reading Association's Outstanding Teacher Educator in Reading Award, and Fordham University's Alumni Award for Outstanding Achievement. In addition, Dr. Morrow has received numerous grants for research from the federal government and has served as a principal research investigator for the Center for English Language Arts, the National Reading Research Center, the Center for Early Reading Achievement, and the Mid-Atlantic Regional Lab. She was an elected member of the Board of Directors of the International Reading Association, and served as President of that organization from 2003 to 2004. Dr. Morrow was elected to the Reading Hall of Fame in 2006.

Michael Pressley, PhD, who passed away in May 2006, was University Distinguished Professor at Michigan State University, as well as Director of the Doctoral Program in Teacher Education and Director of the Literacy Achievement Research Center, with both roles part of his professorship in the Department of Teacher Education and the Department of Counseling, Educational Psychology, and Special Education. He was an expert on effective elementary literacy instruction, with his research appearing in more than 300 journal articles, chapters, and books. Dr. Pressley served a 6-year term as editor of Journal of Educational Psychology. He was honored with awards from the National Reading Conference, the International Reading Association, the American Educational Research Association, and the American Psychological Association, among others. Dr. Pressley received the 2004 E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.