Principles of Effective Literacy Instruction, Grades K-5
Edited by Seth A. Parsons and Margaret Vaughn
Foreword by Nell K. Duke
HardcoverPaperbacke-bookprint + e-book
Hardcover
orderMay 11, 2021
ISBN 9781462546077
Price: $59.00 334 Pages
Size: 6" x 9"
Paperback
orderMay 21, 2021
ISBN 9781462546046
Price: $39.00334 Pages
Size: 6" x 9"
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Steve Amendum, PhD, School of Education, University of Delaware, Newark, Delaware
Julie W. Ankrum, PhD, Department of Professional Studies in Education, Indiana University of Pennsylvania, Indiana, Pennsylvania
Allison Breit, PhD, School of Education, University of Cincinnati, Cincinnati, Ohio
Cynthia H. Brock, PhD, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Gerald Campano, PhD, Literacy, Culture, and International Education Division, University of Pennsylvania, Philadelphia, Pennsylvania
Sarah K. Clark, PhD, David O. McKay School of Education, Brigham Young University, Provo, Utah
Grace Enriquez, EdD, Language and Literacy Division, Lesley University, Cambridge, Massachusetts
Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University, San Diego, California
Nancy Frey, PhD, Department of Educational Leadership, San Diego State University, San Diego, California
Kathy Ganske, PhD, Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee
María Paula Ghiso, EdD, Teachers College, Columbia University, New York, New York
Erika Gray, PhD, Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, North Carolina
Ying Guo, PhD, School of Education, University of Cincinnati, Cincinnati, Ohio
Andrea Hayden, MA, Albany County School District #1, Laramie, Wyoming
Amy C. Hutchison, PhD, Sturtevant Center for Literacy, George Mason University, Fairfax, Virginia
Christy K. Irish, PhD, College of Education, University of Mary Washington, Fredericksburg, Virginia
Samantha T. Ives, MA, School of Education, George Mason University, Fairfax, Virginia
Gay Ivey, PhD, Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, North Carolina
Kathleen Kniss, PhD, Albany County School District #1, Laramie, Wyoming
Shelly Landreth, EdD, Curriculum and Instruction Department, University of Texas–Permian Basin, Odessa, Texas
Jacquelynn A. Malloy, PhD, Teaching and Learning Department, Clemson University, Clemson, South Carolina
Dixie D. Massey, PhD, Teaching and Learning Department, University of Washington, Seattle, Washington
Mary McGriff, EdD, Department of Literacy Education, New Jersey City University, Jersey City, New Jersey
Chrystine Cooper Mitchell, PhD, Department of Education, York College of Pennsylvania, York, Pennsylvania
Joshua Montgomery, MA, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Aimee L. Morewood, PhD, Department of Curriculum and Instruction/ Literacy Studies, West Virginia University, Morgantown, West Virginia
Olivia Ann Murphy, MA, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, Maryland
Evan Ortlieb, PhD, Zucker Family School of Education, The Citadel, Charleston, South Carolina
Allison Ward Parsons, PhD, Sturtevant Center for Literacy, George Mason University, Fairfax, Virginia
Seth A. Parsons, PhD, Sturtevant Center for Literacy, George Mason University, Fairfax, Virginia
Zoi A. Philippakos, PhD, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, Tennessee
Timothy Rasinski, PhD, School of Teaching, Learning and Curriculum Studies, Kent State University, Kent, Ohio
D. Ray Reutzel, PhD, College of Education, University of Wyoming, Laramie, Wyoming
Leslie D. Roberts, PhD, Department of Curriculum, Foundations, and Reading, Georgia Southern University, Statesville, Georgia
Dana A. Robertson, EdD, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Michelle L. Rosen, EdD, Department of Literacy Education, New Jersey City University, Jersey City, New Jersey
Rachelle Savitz, PhD, College of Education, Clemson University, Clemson, South Carolina
Roya Qualls Scales, PhD, School of Teaching and Learning, Western Carolina University, Cullowhee, North Carolina
Susan Schatz, PhD, The School of Education, St. John’s University, Queens, New York
Kristin Conradi Smith, PhD, Department of Curriculum and Instruction, William & Mary School of Education, Williamsburg, Virginia
Ankhi Guha Thakurta, MA, Literacy, Culture, and International Education Division, University of Pennsylvania, Philadelphia, Pennsylvania
Jennifer Turner, PhD, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, Maryland
Margaret Vaughn, PhD, College of Education, Washington State University, Pullman, Washington
Madelyn Stephens Wells, MEd, School of Education, George Mason University, Fairfax, Virginia
Katherine Muir Welsh, PhD, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Chase J. Young, PhD, School of Teaching and Learning, Sam Houston State University, Huntsville, Texas
Vassiliki (Vicky) I. Zygouris-Coe, PhD, Department of Teaching and Learning Principles, University of Central Florida, Orlando, Florida
Julie W. Ankrum, PhD, Department of Professional Studies in Education, Indiana University of Pennsylvania, Indiana, Pennsylvania
Allison Breit, PhD, School of Education, University of Cincinnati, Cincinnati, Ohio
Cynthia H. Brock, PhD, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Gerald Campano, PhD, Literacy, Culture, and International Education Division, University of Pennsylvania, Philadelphia, Pennsylvania
Sarah K. Clark, PhD, David O. McKay School of Education, Brigham Young University, Provo, Utah
Grace Enriquez, EdD, Language and Literacy Division, Lesley University, Cambridge, Massachusetts
Douglas Fisher, PhD, Department of Educational Leadership, San Diego State University, San Diego, California
Nancy Frey, PhD, Department of Educational Leadership, San Diego State University, San Diego, California
Kathy Ganske, PhD, Department of Teaching and Learning, Vanderbilt University, Nashville, Tennessee
María Paula Ghiso, EdD, Teachers College, Columbia University, New York, New York
Erika Gray, PhD, Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, North Carolina
Ying Guo, PhD, School of Education, University of Cincinnati, Cincinnati, Ohio
Andrea Hayden, MA, Albany County School District #1, Laramie, Wyoming
Amy C. Hutchison, PhD, Sturtevant Center for Literacy, George Mason University, Fairfax, Virginia
Christy K. Irish, PhD, College of Education, University of Mary Washington, Fredericksburg, Virginia
Samantha T. Ives, MA, School of Education, George Mason University, Fairfax, Virginia
Gay Ivey, PhD, Department of Teacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, North Carolina
Kathleen Kniss, PhD, Albany County School District #1, Laramie, Wyoming
Shelly Landreth, EdD, Curriculum and Instruction Department, University of Texas–Permian Basin, Odessa, Texas
Jacquelynn A. Malloy, PhD, Teaching and Learning Department, Clemson University, Clemson, South Carolina
Dixie D. Massey, PhD, Teaching and Learning Department, University of Washington, Seattle, Washington
Mary McGriff, EdD, Department of Literacy Education, New Jersey City University, Jersey City, New Jersey
Chrystine Cooper Mitchell, PhD, Department of Education, York College of Pennsylvania, York, Pennsylvania
Joshua Montgomery, MA, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Aimee L. Morewood, PhD, Department of Curriculum and Instruction/ Literacy Studies, West Virginia University, Morgantown, West Virginia
Olivia Ann Murphy, MA, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, Maryland
Evan Ortlieb, PhD, Zucker Family School of Education, The Citadel, Charleston, South Carolina
Allison Ward Parsons, PhD, Sturtevant Center for Literacy, George Mason University, Fairfax, Virginia
Seth A. Parsons, PhD, Sturtevant Center for Literacy, George Mason University, Fairfax, Virginia
Zoi A. Philippakos, PhD, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, Tennessee
Timothy Rasinski, PhD, School of Teaching, Learning and Curriculum Studies, Kent State University, Kent, Ohio
D. Ray Reutzel, PhD, College of Education, University of Wyoming, Laramie, Wyoming
Leslie D. Roberts, PhD, Department of Curriculum, Foundations, and Reading, Georgia Southern University, Statesville, Georgia
Dana A. Robertson, EdD, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Michelle L. Rosen, EdD, Department of Literacy Education, New Jersey City University, Jersey City, New Jersey
Rachelle Savitz, PhD, College of Education, Clemson University, Clemson, South Carolina
Roya Qualls Scales, PhD, School of Teaching and Learning, Western Carolina University, Cullowhee, North Carolina
Susan Schatz, PhD, The School of Education, St. John’s University, Queens, New York
Kristin Conradi Smith, PhD, Department of Curriculum and Instruction, William & Mary School of Education, Williamsburg, Virginia
Ankhi Guha Thakurta, MA, Literacy, Culture, and International Education Division, University of Pennsylvania, Philadelphia, Pennsylvania
Jennifer Turner, PhD, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, Maryland
Margaret Vaughn, PhD, College of Education, Washington State University, Pullman, Washington
Madelyn Stephens Wells, MEd, School of Education, George Mason University, Fairfax, Virginia
Katherine Muir Welsh, PhD, School of Teacher Education, University of Wyoming, Laramie, Wyoming
Chase J. Young, PhD, School of Teaching and Learning, Sam Houston State University, Huntsville, Texas
Vassiliki (Vicky) I. Zygouris-Coe, PhD, Department of Teaching and Learning Principles, University of Central Florida, Orlando, Florida