Handbook of Effective Literacy Instruction

Research-Based Practice K-8

Edited by Barbara M. Taylor and Nell K. Duke

Paperbacke-bookprint + e-book
Paperback
July 21, 2014
ISBN 9781462519248
Price: $52.00
625 Pages
Size: 7" x 10"
Copyright Date: 2013
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e-book
March 26, 2013
ePub and PDF ?
Price: $52.00
625 Pages
Copyright Date: 2013
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print + e-book
Paperback + e-Book (ePub and PDF) ?
Price: $104.00 $57.20
625 Pages
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The reproducible materials can be downloaded and printed in PDF format.
Kerry Alexander, BS, College of Education, University of Texas at Austin and Austin Independent School District, Austin, Texas

Janet Alleman, PhD, Department of Teacher Education, Michigan State University, East Lansing, Michigan

Janice F. Almasi, PhD, Department of Curriculum and Instruction, University of Kentucky, Lexington, Kentucky

Heather Augustine, MEd, Austin Independent School District, Austin, Texas

Laurie B. Bauer, MEd, Literacy and Second Language Studies Program, University of Cincinnati, Cincinnati, Ohio

Shannon Blady, MEd, Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, Texas

Elizabeth Hammond Brinkerhoff, MA, Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, Florida

Kristy Brugar, MEd, Department of Teacher Education, Michigan State University, East Lansing, Michigan

Gina Cervetti, PhD, Program in Language, Literacy, and Culture, Department of Educational Studies, University of Michigan, Ann Arbor, Michigan

Nell K. Duke, EdD, Program in Language, Literacy, and Culture, Department of Educational Studies, University of Michigan, Ann Arbor, Michigan



Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University, San Diego, California



Ellen Fogelberg, MST, Evanston/Skokie School District 65, Evanston, Illinois

Nancy Frey, PhD, Department of Teacher Education, San Diego State University, San Diego, California

Keli Garas-York, PhD, Department of Elementary Education and Reading, Buffalo State College, Buffalo, New York

Anne-Lise Halvorsen, PhD, Department of Teacher Education, Michigan State University, East Lansing, Michigan

Heather Hebard, PhD, Department of Language, Literacy, and Culture, University of Washington, Seattle, Washington

Susan Dougherty Johnson, EdD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Linda Kucan, PhD, Department of Instruction and Learning, University of Pittsburgh, Pittsburgh, Pennsylvania

Melanie Kuhn, PhD, Department of Curriculum and Teaching, Boston University, Boston, Massachusetts

Tracey Kumar, MEd, Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, Texas

Nan L. McDonald, EdD, School of Music and Dance, San Diego State University, San Diego, California

Ellen McIntyre, EdD, Department of Elementary Education, North Carolina State University, Raleigh, North Carolina

Kristina Najera, PhD, Department of Curriculum, Instruction, and Technology Education, Temple University, Philadelphia, Pennsylvania

Debra S. Peterson, PhD, Minnesota Center for Reading Research, University of Minnesota, Minneapolis, Minnesota

Tim Pressley, MEd, Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, Florida

Erik S. Rawls, BA, Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, Florida

Kathryn Roberts, PhD, Department of Reading, Language, and Literature, Wayne State University, Detroit, Michigan

Alysia D. Roehrig, PhD, Department of Educational Psychology and Learning Systems, College of Education, Florida State University, Tallahassee, Florida

Katie Russell, MAT, Department of Curriculum and Instruction, University of Texas at Austin, Austin, Texas

Misty Sailors, PhD, Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio,San Antonio, Texas

Patti Satz, MEd, Evanston/Skokie School District, Evanston, Illinois

Lynn E. Shanahan, PhD, Department of Learning and Instruction, State University of New York at Buffalo, Buffalo, New York

Carole Skalinder, MST, Evanston/Skokie School District, Evanston, Illinois

Katherine A. Dougherty Stahl, EdD, Department of Teaching and Learning, Steinhardt School of Culture, Education, and Human Development, New York University, New York, New York

Barbara M. Taylor, EdD, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, Minnesota

Gary A. Troia, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan

Jennifer Danridge Turner, PhD, Department of Teaching, Learning, Policy, and Leadership, University of Maryland, College Park, Maryland

Sheila W. Valencia, PhD, Department of Language, Literacy, and Culture, University of Washington, Seattle, Washington

Sharon Walpole, PhD, School of Education, University of Delaware, Newark, Delaware

Lynne M. Watanabe, MA, Educational Psychology and Educational Technology Program, Michigan State University, East Lansing, Michigan

Susan Watts Taffe, PhD, Literacy and Second Language Studies Program, University of Cincinnati, Cincinnati, Ohio

Catherine M. Weber, PhD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona

Angeli Willson, MEd, Department of Interdisciplinary Learning and Teaching, University of Texas at San Antonio, San Antonio, Texas