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“A timely publication useful for teachers, administrators, teacher educators, and literacy professionals. The book was written by three professionals with extensive theoretical and practical backgrounds and experiences in the field….Recommended. Graduate students, faculty, and practitioners.”

—Choice Reviews


“Much of the art of teacher education is deciding how to design learning experiences where teachers actively engage with and reflect upon the content being shared. This book offers a rare glimpse into successful practices that fellow teacher educators use when teaching or designing professional learning opportunities. Readers will be eager to immediately implement several practices from the book.”

—Denise N. Morgan, PhD, Department of Teaching, Learning, and Curriculum Studies, Kent State University


“Aspiring teachers deserve high-quality instruction. When future teachers learn in ways that are consistent with best practices and research, they are more likely to engage their students in this type of learning. This book is filled with practical and authentic ideas for engaging the next generation of teachers in activities and lessons that build their instructional repertoires. Teacher educators will find this book useful for helping educators find their voice as they develop their art of teaching.”

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


“This is an excellent text for master's-level courses such as 'Organization and Supervision of Reading Programs.' Each chapter provides the latest pedagogical and content literacy knowledge. The detailed assignments in the book scaffold practitioners to demonstrate their understandings in class and to conduct workshops with teachers at their schools. This book serves as a natural bridge to becoming a literacy coach.”

—Joyce C. Fine, EdD, Department of Teaching and Learning, Florida International University

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Table of Contents

1. Foundational Knowledge about Literacy

2. Word-Level Processes

3. Text-Level Processes

4. Writing Processes, Instruction, and Assessment

5. Creating Learning Environments That Support Literacy Learning

6. New Literacies, with Lee Ann Tysseling

7. Differentiation for Diversity

8. Assessment

Conclusion: Themes and Implications for Practice

References

Index

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About the Authors

Deborah G. Litt, PhD, is Associate Professor of Education at Trinity University in Washington, D.C., where she directs the Reading Program and teaches courses in literacy learning, instruction, and assessment to preservice and inservice teachers. Earlier in her career she worked as an independent consultant introducing Writer’s Workshop to schools in the D.C. metropolitan area, and then for ten years as a Reading Recovery teacher and reading specialist in Title 1 schools. Her current research interests include emergent and early reading, reading difficulties, and literacy teacher education.

Susan D. Martin, PhD, is Professor in the Literacy Department at Boise State University. She has taught a range of literacy courses, including courses dedicated to writing/writing instruction at undergraduate and graduate levels. She was an elementary classroom teacher for eighteen years and still spends one day a week in a partner school, working with teacher candidates, mentor teachers, and others. Her research interests include writing teacher education, classroom writing instruction, and self-study of her teacher education practices.

Nancy A. Place, PhD, is Associate Professor of Education and Associate Director of the Education Program at University of Washington, Bothell. Over the course of nearly 30 years she has been a classroom teacher, Reading Recovery teacher, coach, and district curriculum specialist. She currently teaches courses on literacy development and instruction and assessment, and facilitates groups of candidates seeking National Board certification. Her research interests include preservice and inservice teacher education and emergent literacy.

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Audience

Teacher educators and advanced graduate students in K–8 literacy, school administrators and staff developers, literacy coaches, and literacy researchers.

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Course Use

Serves as a supplement in such courses as Curriculum and Pedagogy in Teacher Education, Professional Development in Literacy, Organization and Supervision of Reading Programs, Literacy Leadership, and Educational Leadership.