Student Study Guide to Accompany Multimedia Cases in Reading Education

Education & Teaching

Risko, Victoria J.

Kinzer, Charles K.

Schools & Teaching

Mcgraw-Hill College

Declare Your Readers’ Rights! Often school literacy programs fall short of properly supporting preadolescents' and adolescents' literacy development. In A Declaration of Readers' Rights, this dynamic author team presents a research-based "rights" framework that addresses ten key rights for improving literacy development among adolescents. Reviewers Can’t Put This Book Down! “I think this text is one that should be in the library of every reading specialist.” —Heidi Davey, Hoffman Estates High School, IL “I think the topics in this book are timely and provide a wake up call for all reading teachers. We must remember that not all students arrive in school ready to pick up and run with the reading instruction we provide. Good reading instruction coupled with quality reading experiences must be seen as a right and not just a privilege.” —Molly Williams, Still Middle School, IL Why This Book Will Change the Way You Teach Reading! <ul>
<li>Discusses the ten readers' rights that all children and adolescents have the right to in the classroom. </li>
<li>Challenges teachers to strive to reprioritize their teaching to focus on the students. </li>
<li>Provides guidance for how to develop a successful student-teacher relationship to promote a positive classroom environment and student engagement, learning, and achievement in literacy education. </li>
<li>Outlines very specific recommendations and implementation strategies for middle and secondary teachers that go far beyond where other books stop. </li>
<li>Walks teachers through identifying problems, makes suggestions for preventing reading difficulties, and offers advice for helping students get back on track. </li>
<li>Presents voices of students in grades 5-12, as well as the stories, experiences, and challenges of their teachers and parents throughout the book. </li>
</ul>

A Declaration of Readers' Rights: Renewing Our Commitment to Students

Elish-Piper, Laurie

Matthews, Mona W.

Bass, Jo Ann F.

Dasinger, Sheryl

Higher & Continuing Education

Allyn&Bacon

Tens of thousands of students begin each new school year with the hope that they will finally find the teacher who will help them succeed as readers, writers, and learners. This book shows how teachers can provide the type of differentiated instruction that struggling readers need by drawing on students’ individual and cultural backgrounds, as well as the results of classroom-based diagnostic and progress-monitoring assessment measures. 
The authors include authentic examples and case studies from diverse primary and intermediate/middle school classrooms to show how instruction can be implemented and adjusted to accommodate students’ individual differences―differences that are influenced by their schools and instructional backgrounds, their cultural and linguistic histories, their interests and activities, their reading and writing habits in and out of school, and their understandings and misunderstandings about texts, print, and digital media. Classroom teachers, reading specialists, reading coaches, and prospective teachers are invited to analyze and reflect about each case presented to help them provide the type of instruction that will change the trajectory for students who continue to fail in reading.
Book Features:
<ul>
<li> Concrete guidance for breaking the cycle for struggling readers.</li>
<li> A reader-friendly presentation of relevant research.</li>
<li> Specific recommendations for assessment and instructional actions.</li>
<li> Teacher resources.</li>
</ul>

Be That Teacher! Breaking the Cycle for Struggling Readers (0)

Walker-Dalhouse, Doris

Teachers' College Press

Risko and Vogt provide a unique and progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches and instructional leaders, content specialists, and administrators. Their deliberate use of Professional Learning signals the importance of educators engaging in authentic and inquiry-based decision-making. They describe and provide examples of needs assessments and progress monitoring activities that are embedded within differentiated professional learning activities, such as book clubs, lesson study, family literacy groups, and peer and literacy coaching. Actions and decisions are directed by questions generated by teachers, coaches, and administrators as they engage in collaborative and self-directed efforts to advance their knowledge and resolve dilemmas that impact instruction and students’ learning.
Book Features:
<ul>
<li> Provides authentic examples for implementing professional learning (PL) that addresses and resolves authentic dilemmas educators and students face.</li>
<li> Synthesizes current research on effective professional learning with a literacy emphasis.</li>
<li> Describes evidence-based and differentiated professional learning opportunities that engage instructional changes that are situated within meaningful and school-based applications. </li>
<li> Advances knowledge about applications of professional learning that is collaborative, substantive, situated, dynamic, intense, and personal.</li>
<li> Makes explicit connections to Common Core and similar State standards-based instruction.</li>
<li> Includes reflection and self-study questions at the end of each chapter.</li>
</ul>

Professional Learning in Action: An Inquiry Approach for Teachers of Literacy (Common Core State Standards in Literacy Series)

Vogt, MaryEllen

Equitable Literacy Instruction for Students in Poverty (Language and Literacy Series)

Differences in performance between students living in poverty and more advantaged students are reflective of an opportunity gap, as opposed to a gap in student ability. Walker-Dalhouse and Risko focus on disparities in literacy achievement that might be attributed to color-blind practices, deficit mindsets, low expectations, or context-neutral practices. Situating literacy learning within a comprehensive view of literacy development, they provide a set of instructional practices that will best support students living in poverty. Specifically, vignettes from kindergarten through middle school classrooms are used to demonstrate practices that address critical areas of the reading process; are responsive to students' racial, ethnic, cultural, gender, and linguistic histories and assets; attend to students' strengths and needs; and go beyond short-term gains on high-stakes tests to support optimal and sustainable learning. The text features vignettes from leading literacy scholars, including Elizabeth Baker, Susan Cantrell, Jill Lewis Spector, Allison Skerrett, and Kelly Wissman. Readers can use this resource to transform schools into nurturing and vibrant communities that are committed to change, equity, and diversity. Book Features: <ul> <li>Provides recommendations and detailed guidance for enacting literacy instruction that will close opportunity gaps for students living in poverty.</li> <li>Demonstrates high-quality literacy instruction implemented in K-8 classrooms.</li> <li>Presents instruction that is responsive to differences and honors the languages, literacies, and cultural resources that students bring to their learning.</li> <li>Offers specific recommendations and practices that can guide advocacy for change.</li> </ul>

Politics & Social Sciences

Social Sciences

Reading Assessment to Promote Equitable Learning: An Empowering Approach for Grades K-5

Many standard reading assessment approaches fail to capture the strengths and needs of students from diverse sociocultural, linguistic, and academic backgrounds. From expert authors, this book guides educators in planning and conducting meaningful, equitable assessments that empower K–5 teachers and students, inform responsive instruction, and help to guard against bias. The book's holistic view of reading encompasses areas from text comprehension and constrained skills to building trusting relationships and promoting students’ agency. Twenty-eight assessment strategies are explained in step-by-step detail, including helpful implementation examples and 32 reproducible forms that teachers can download and print in a convenient 8 1/2" x 11" size.

The Guilford Press

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