Principles of Effective Literacy Instruction, Grades K-5

Edited by Seth A. Parsons and Margaret Vaughn
Foreword by Nell K. Duke

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May 11, 2021
ISBN 9781462546077
Price: $85.00
334 Pages
Size: 6" x 9"
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May 21, 2021
ISBN 9781462546046
Price: $35.00
334 Pages
Size: 6" x 9"
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March 30, 2021
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334 Pages
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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