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Contents Introduction Part 1 Foundational Knowledge American reading instruction since 1967 P. David Pearson Reading as situated language: A sociocognitive perspective James Paul Gee Literacy research that makes a difference Timothy Shanahan and Susan B. Neuman Internet workshop: Making time for literacy Donald J. Leu, Jr. Acquiring language: Basic understandings Jane Braunger and Jan Lewis Multicultural factors and the effective instruction of students of diverse backgrounds Kathryn H. Au Building on the sound system of Spanish: Insights from the alphabetic spellings of English-language learners Lori A. Helman Readings from Evidence-Based Reading Instruction: Putting the National Reading Panel Report Into Practice Part 2 Instructional Strategies and Curriculum Materials Text sets: One way to flex your grouping-in first grade, too! Michael F. Opitz Let's play tag! A technique for successful mixed-ability group reading Susan Hoeck-Buehler From Rata to Rimu: Grouping for instruction in best practice New Zealand classrooms Ian A.G. Wilkinson and Michael A.R. Townsend Teaching struggling readers in elementary school classrooms: A review of classroom reading programs and principles for instruction Ann M. Duffy-Hester Turning learning theory into classroom instruction: A minicase study Brian Cambourne Reading strategies teachers say they use Arlene L. Barry An effective (and affordable) intervention model for at-risk high school readers Cynthia Fischer Breaking down barriers that disenfranchise African American adolescent readers in low-level tracks Alfred W. Tatum Extending horizons: Critical technological literacy for urban Aboriginal students Catherine Doherty Decodable text-Where to find it Joseph R. Jenkins, Patricia F. Vadasy, Julia A. Peyton, and Elizabeth A. Sanders African American children's literature that helps students find themselves: Selection guidelines for grades K-3 Bena R. Hefflin and Mary Alice Barksdale-Ladd Reflections on teaching struggling middle school readers Gay Ivey Scaffolding a crucial transition using text with some decodability Heidi Anne E. Mesmer Part 3 Assessment, Diagnosis, and Evaluation Putting it all together: Solving the reading assessment puzzle Roger Farr Three paradigms of assessment: Measurement, procedure, and inquiry Frank Serafini Reading assessment options for teachers of junior secondary students Michael McNamara Teachers' choices in classroom assessment Emelie Lowrey Parker, Regla Armengol, Leigh Baxley Brooke, Kelly Redmond Carper, Sharon M. Cronin, Anne Cooper Denman, Patricia Irwin, Jennifer McGunnigle, Tess Pardini, and Nancy P. Kurtz Monitoring the development of reading processes is vital to student success Jane Braunger and Jan Patricia Lewis Literacy assessment of students from poor and diverse communities: Changing the programs, changing the outcomes Lynne Badger and Lyn Wilkinson Behind test scores: What struggling readers really need Sheila W. Valencia and Marsha Riddle Buly Observation and record keeping guide learning Cathy M. Roller More equitable literacy assessments for Latino students Robert T. Jiménez Authentic assessment and system accountability Anne Nelson Part 4 Creating a Literate Environment The effect of self-selection, interest, and motivation upon independent, instructional, and frustrational levels Lyman C. Hunt, Jr. Characteristics of an ideal reading classroom Creating classroom cultures that foster reading motivation Linda B. Gambrell Helping linguistically diverse students share what they know Mary E. Blake and Meta Van Sickle Finding the keys to educational progress in urban youth: Three case studies Susan Babbitt and Maureen Byrne The impact of one trip to the public library: Making books available may be the best incentive for reading Francisco Ramos and Stephen Krashen Those influential literacy teachers: Meaning negotiators and motivation builders Robert B. Ruddell Integrating technology with the teaching of an early literacy course Lesley Mandel Morrow, Steven Barnhart, and Debra Rooyakkers A "funny" thing happened on the way to the forum Carol D. Wickstrom How children's motivations relate to literacy development and instruction Anne P. Sweet and John T. Guthrie What makes intermediate-grade students want to read? Jo Worthy "On every page someone gets killed!" Book conversations you don't hear in school Jo Worthy Part 5 Professional Development Smart portfolios for teachers in training Bonita L. Wilcox Thinking for ourselves: Literacy learning in a diverse teacher inquiry network Taffy E. Raphael, Susan Florio-Ruane, Marcella J. Kehus, MariAnne George, Nina Levorn Hasty, and Kathy Highfield Becoming a multicultural teacher Howard M. Miller Reading specialists in schools with exemplary reading programs: Functional, versatile, and prepared Rita M. Bean, Allison L. Swan, and Rebecca Knaub Teacher study groups: A strategic approach to promoting students' literacy development Shirley Lefever-Davis, Cindy Wilson, Elizabeth Moore, Andrea Kent, and Scott Hopkins The changing role of the reading specialist in school reform Janice A. Dole The reading specialist as collaborative consultant Elizabeth L. Jaeger Today's reading clinic: How relevant is the graduate reading practicum? Kathryn Chapman Carr Having a LARC Ann S. Parish Extending our beliefs about effective learning environments: A tale of two learners Susan Kidd Villaume and Shannon Lindsey Brandt
Library of Congress Subject Headings for this publication:
Reading teachers -- Training of -- Standards -- United States.