Best Practices in Literacy Instruction 4edby Lesley Mandel Morrow and Linda B Gambrell Guilford Publications
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- Pb+ 492 pages
- AU$54.95 NZ$64.35
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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
"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)
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.