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“This is what a handbook should be! The range of topics regarding effective literacy instruction is comprehensive. The information provided is accessible and state of the art. The authors address fundamental components of literacy lessons as well as specific teaching practices for meeting the needs of heterogeneous classrooms of students. I look forward to teaching with this volume in the literacy methods course in our elementary teacher education program.”

—Annemarie Sullivan Palincsar, PhD, Jean and Charles Walgreen Chair of Reading and Literacy, University of Michigan


“This brilliantly organized handbook is a treasure trove of important information, provided in an eminently usable format. Today's teachers want to know what the research says about important questions of practice, but are often stymied by research articles lacking in practical application. This volume is written expressly for educators in search of fresh, research-supported tactics to engage students in meaningful literacy work. Readers will find extremely valuable suggestions for their classrooms and for facilitating colleagues' learning. I fully expect to see this book on the desks of teachers, literacy leaders, and principals around the country—it will absolutely remain in a prominent place on my own!”

—Ellin O. Keene, MA, education consultant and author, Denver, Colorado


“A terrific addition to the literature. The consistent structure across the chapters makes the content particularly accessible, with implications for instruction front and center. Cross-referencing among the chapters is also handled well. The range of topics covered includes basic literacy processes as well as 21st-century literacies and the contexts in which literacy is taught and used. The Handbook demonstrates just how rich the field of literacy research has been, and how much we know about teaching and learning that can support excellent practices across grade levels and school subjects.”

—Taffy E. Raphael, PhD, Department of Curriculum and Instruction, University of Illinois at Chicago


“Taylor and Duke have assembled a first-rate team of researchers and teacher educators who address the critical issues facing practitioners today, in a way that is both research based and highly accessible. This volume is an excellent text for courses in literacy education and a key resource for professional development activities.”

—Dorothy S. Strickland, PhD, Samuel DeWitt Proctor Professor of Education Emerita, Rutgers, The State University of New Jersey


“I'm using this text in my graduate-level Foundations of Literacy course. I reviewed a variety of texts on literacy instruction aligned with CCSS and beyond, and this one was the best! It offers the perfect balance between theory and practice, providing the knowledge needed to make the kinds of instructional decisions that will lead to positive student outcomes. My students use the text as a core required reading text, we discuss it in class, and they use it as a guide to write their reflections about what they are observing in the field. The book is easy to read for new teachers and has a depth of knowledge that veteran teachers are hungry for.”

—Eugenia Mora-Flores, EdD, Rossier School of Education, University of Southern California

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Table of Contents

Introduction, Barbara M. Taylor and Nell K. Duke

I. Fundamental Components of Effective Literacy Lessons

1. Motivating Classroom Practices to Support Effective Literacy Instruction, Alysia D. Roehrig, Elizabeth Hammond Brinkerhoff, Erik S. Rawls, and Tim Pressley

2. Literacy Tools Created and Used within Print-Rich Classroom Environments, Misty Sailors, Tracey Kumar, Shannon Blady, and Angeli Willson

3. Grouping Practices, Independent Learning Activities, and Effective Instruction, Barbara M. Taylor

4. Balanced, Differentiated Teaching: Explicit Instruction, Scaffolded Support, and Active Student Responding, Debra S. Peterson

5. Classroom Literacy Assessment: Strategies for Informing Instruction and Monitoring Student Progress, Sheila W. Valencia and Heather Hebard

6. Culturally Responsive Literacy Instruction, Ellen McIntyre and Jennifer Danridge Turner

7. Digital Literacy, Susan Watts Taffe and Laurie B. Bauer

II. Effective Teaching and Assessment to Develop Essential Literacy Abilities in Students

8. Automaticity versus Fluency: Developing Essential Literacy Abilities with Print, Susan Dougherty Johnson and Melanie R. Kuhn

9. Today's Comprehension Strategy Instruction: "Not Your Father's Oldsmobile," Katherine A. Dougherty Stahl

10. Comprehension: High-Level Talk and Writing about Texts, Keli Garas-York, Lynn E. Shanahan, and Janice F. Almasi

11. Vocabulary Instruction, Linda Kucan

12. Effective Writing Instruction in the 21st Century, Gary A. Troia

13. Reading and Writing Specific Genres, Nell K. Duke and Lynne M. Watanabe

III. Effective Integration of Literacy with Instruction in Content Areas

14. Integration of Literacy and Science, Gina Cervetti

15. Integration of Literacy and Social Studies, Anne-Lise Halvorsen, Janet Alleman, and Kristy Brugar

16. Integration of Literacy and Mathematics, Ellen Fogelberg, Patti Satz, and Carole Skalinder

17. Integration of Literacy and the Arts: Creating Classrooms That Perform, Douglas Fisher, Nan L. McDonald, and Nancy Frey

IV. Essential Collaborations for Effective Schoolwide Literacy Instruction

18. Developing and Implementing a Framework for Ongoing Schoolwide Reading Improvement, Barbara M. Taylor

19. Improving the School Literacy Program: Developing Coherence in Curriculum, Instruction, and Assessments, Catherine M. Weber

20. Improving the School Reading Program: A New Call for Collaboration, Sharon Walpole and Kristina Najera

21. Professional Learning: Professional Learning Communities, Whole-School Meetings, and Cross-School Sharing, Debra S. Peterson

22. Professional Learning with and from a Literacy Coach: A Poem in Two Voices, Misty Sailors, Katie Russell, Heather Augustine, and Kerry Alexander

23. Partnering with Parents, Kathryn Roberts

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About the Editors

Barbara M. Taylor, EdD, is Professor Emerita of Literacy Education at the University of Minnesota, where she is also founder and past director of the Minnesota Center for Reading Research. A member of the Reading Hall of Fame, she is a recipient of the Oscar S. Causey Award from the National Reading Conference (NRC, now the Literacy Research Association) and the Albert J. Harris Award and the Outstanding Teacher Educator Award from the International Reading Association (IRA). Dr. Taylor's research interests include reading comprehension and high-level talk and writing about text, elementary schoolwide reading improvement, early reading intervention, and the elements of effective instruction that contribute to children's success in reading. She has published numerous books, book chapters, and journal articles.

Nell K. Duke, EdD, is Professor of Language, Literacy, and Culture and an affiliate of the Combined Program in Education and Psychology at the University of Michigan. She is a recipient of honors including early career awards from the American Educational Research Association and the NRC, the Dina Feitelson Research Award from the IRA, and the Promising Researcher Award from the National Council of Teachers of English. Dr. Duke's research interests include the development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She is coauthor or coeditor of several books and has published numerous journal articles.

• All titles by Nell K. Duke

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Contributors

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

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Audience

Teacher educators and literacy researchers; K–8 staff developers and classroom teachers.

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Course Use

May serve as a text in such courses as Reading Instruction and Methods of Literacy Instruction K–8.