Shaping Literacy Achievement

And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and hotly debated questions.


Author: Michael Pressley

Publisher: Guilford Publications

ISBN: 9781462524969

Category: Language Arts & Disciplines

Page: 258

View: 149

In the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and hotly debated questions. Contributors analyze the existing knowledge on core aspects of literacy education, describe how science is currently informing practice, and identify important methodological challenges and research directions. A highlight of the book is a chapter in which Michael Pressley offers an insightful critique of Reading First as well as practical recommendations for improving future policies.

Putting Writing Research into Practice

Adult literacy and postsecondary education students: Overlapping populations and learning trajectories. ... In M. Pressley, A. K. Billman, K. H. Perry, K. E. Refitt, & J. M. Reynolds (Eds.), Shaping literacy achievement: Research we ...


Author: Gary A. Troia

Publisher: Guilford Press

ISBN: 1606236296

Category: Language Arts & Disciplines

Page: 317

View: 113

What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent authorities describe ways to help teachers succeed by using peer coaching, cross-disciplinary collaboration, lesson study, and other professional development models. All aspects of instruction and assessment are addressed, including high-stakes writing assessments, applications of technology, motivational issues, writing in different genres and subject areas, and teaching struggling writers.

Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism

Social equity literacy teaching is guided by the following understandings: 1. Sociopolitical factors shaping literacy achievement. Social equity literacy teachers understand how social and educational inequalities negatively impact ...


Author: Patricia Ruggiano Schmidt

Publisher: IAP

ISBN: 9781681232416

Category: Education

Page: 479

View: 354

The 2nd Edition of Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism honors the genius of Dr. Peter Mosenthal. His contributions to the field of literacy were unprecedented. Many described him as a superb researcher who never lost sight of the purpose of education. He made us laugh as he led us in a nursery rhyme song during his National Reading Conference (LRA) Presidential Address and made us think as he explained the significance of educational implications in all research articles. He also mentored and taught graduate students in gentle and carefully attentive ways, showing his respect and appreciation for the work of each individual in the field. He was a remarkable person. The second edition of this book includes many experienced and new scholars from around the world. Qualitative and quantitative research methodologies are scattered throughout and the practical and theoretical are well represented. New Literacies and Global Perspectives are added sections in this volume. In this era of the “Common Core”, Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism, presents a rational educational balance for literacy development across the curriculum.

Frontiers in the Acquisition of Literacy

“What we have learned since the National reading Panel: visions of the next version of reading first,” in Shaping Literacy Achievement: Research we have, Research We Need,eds M. Pressley, A. K. Billman, K. H. Perry, K. E. Reffitt, ...


Author: Claire M. Fletcher-Flinn


ISBN: 9782889196562



View: 120

Learning to read, and to spell are two of the most important cultural skills that must be acquired by children, and for that matter, anyone learning a second language. We are not born with an innate ability to read. A reading system of mental representations that enables us to read must be formed in the brain. Learning to read in alphabetic orthographies is the acquisition of such a system, which links mental representations of visual symbols (letters) in print words, with pre-existing phonological (sound) and semantic (comprehension) cognitive systems for language. Although spelling draws on the same representational knowledge base and is usually correlated with reading, the acquisition processes involved are not quite the same. Spelling requires the sequential production of letters in words, and at beginning levels there may not be a full degree of integration of phonology with its representation by the orthography. Reading, on the other hand, requires only the recognition of a word for pronunciation. Hence, spelling is more difficult than reading, and learning to spell may necessitate more complete representations, or more conscious access to them. The learning processes that children use to acquire such cognitive systems in the brain, and whether these same processes are universal across different languages and orthographies are central theoretical questions. Most children learn to read and spell their language at the same time, thus the co-ordination of these two facets of literacy acquisition needs explication, as well as the effect of different teaching approaches on acquisition. Lack of progress in either reading and/or spelling is also a major issue of concern for parents and teachers necessitating a cross-disciplinary approach to the problem, encompassing major efforts from researchers in neuroscience, cognitive science, experimental psychology, and education. The purpose of this Research Topic is to summarize and review what has been accomplished so far, and to further explore these general issues. Contributions from different perspectives are welcomed and could include theoretical, computational, and empirical works that focus on the acquisition of literacy, including cross-orthographic research.

Teaching Readers of English

Shaping literacy achievement: Research we have, research we need. New York, NY: Guilford. Pressley, M., & Fingeret, L. (2007). What we have learned since the National Reading Panel. In M. Pressley, A. Billman, K. Perry, K. Reffitt, ...


Author: John S. Hedgcock

Publisher: Routledge

ISBN: 9781315465555

Category: Foreign Language Study

Page: 416

View: 873

A comprehensive manual for pre- and in-service ESL, EFL, and EIL educators who work with multilingual students at the secondary and postsecondary levels, this text balances insights from reading theory and research with highly practical, field-tested strategies for teaching and assessing second-language reading that educators can readily adopt and adapt to suit their contexts and student populations. Teaching Readers of English is a complete "go-to" source for teaching reading and promoting classroom and professional literacies in an increasingly digital world. Offering principled approaches and methods for planning and delivering effective L2 reading instruction, the text includes pedagogical features, such as questions for reflection, further reading and resources, and application activities to develop purposeful classroom reading lessons in a range of contexts. Changes in the Second Edition: Updated and revised chapters on formative and summative reading assessment, developing vocabulary knowledge and grammatical skill, and cultivating extensive reading and literary appreciation Updated information on institutional settings and reader demographics New pedagogical features in each chapter, including Chapter Summaries, Further Reading, Reflection and Review, and Application Activities A streamlined chapter sequence to enhance the text’s usability

Meeting the Challenge of Adolescent Literacy

ollowing in the tradition of Shaping Literacy Achievement: Research We Have, Research We Need (Pressley, Billman, Perry, Reffitt, & Reynolds, 2007), this volume synthesizes research in the area of secondary literacy.


Author: Mark W. Conley

Publisher: Guilford Publications

ISBN: 9781462514663

Category: Language Arts & Disciplines

Page: 162

View: 233

In this concise, thought-provoking book, prominent researchers analyze existing knowledge on adolescent literacy, examine the implications for classroom instruction, and offer specific goals for future research. The volume reviews cutting-edge approaches to understanding the unique features of teaching and learning in secondary schools. Particular attention is given to how teaching literacy across disciplines can improve students' content-area learning, and the book includes chapters dedicated to literacy in math and science classrooms. Also addressed are key findings and unresolved questions regarding fluency instruction, struggling adolescent readers, responding to the literacy needs of African American adolescents, and literacy coaching.

The Achievement Gap in Reading

Clearly, families, schools, teachers, and child friendships all are influential, in different ways, in shaping reading. Understanding how each of these contributes to reading achievement and the achievement gap has been the subject of ...


Author: Rosalind Horowitz

Publisher: Taylor & Francis

ISBN: 9781317699736

Category: Language Arts & Disciplines

Page: 232

View: 261

In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.

Reading in a Second Language

Effects on reading comprehension of language complexity and cultural background of a text . ... In M. Pressley , A. Billman , K. Perry , K. Reffitt , & J. Reynolds ( Eds . ) , Shaping literacy achievement : Research we have , research ...


Author: William Grabe

Publisher: Ernst Klett Sprachen

ISBN: 3125334179

Category: Language and languages

Page: 467

View: 592


Reading Instruction That Works

In M. P. Pressley, A. K. Billman, K. H. Perry, K. E. Reffitt, & J. M. Reynolds (Eds.), Shaping literacy achievement: Research we need (pp. 98–128). New York: Guilford Press. Deshler, D. D., Palinscar, A. S., Biancarosa, G., & Nair, ...


Author: Michael Pressley

Publisher: Guilford Publications

ISBN: 9781462516803

Category: Language Arts & Disciplines

Page: 487

View: 636

"This widely adopted text and K-8 practitioner resource demonstrates how successful literacy teachers combine explicit skills instruction with an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley's work to explain the theories and findings that guide balanced teaching and illustrate what exemplary lessons look like in action. Detailed examples offer a window into highly motivating classrooms around the country. Comprehensive in scope, the book discusses specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for readers who are struggling. New to This Edition *Updated throughout to reflect important recent research advances. *Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching. *New and revised vignettes of exemplary teachers. Subject Areas/Key Words: balanced instruction, classrooms, comprehension, decoding, elementary reading methods, engagement, exemplary teachers, explicit instruction, fluency, literacy, meaning, motivation, primary grades, reading instruction, skills, strategies, struggling readers, teaching, vocabulary, whole language, word recognition Audience: Teacher educators and graduate students; reading and literacy specialists; K-8 classroom teachers. Serves as a text in such courses as Reading Methods, Elementary Literacy Instruction, Reading Diagnosis and Instruction, and Psychology of Reading. "--

Literacy Instruction for Adolescents

Shaping literacy achievement: Research we have, research we need. New York: Guilford Press. Rush, L. S., Eakle, A. J., & Berger, A. (2007). Secondary school literacy: What research reveals for classroom practice.


Author: Karen D. Wood

Publisher: Guilford Press

ISBN: 9781606233818

Category: Language Arts & Disciplines

Page: 526

View: 945

Thorough and accessible, this professional resource and text shows how the latest research in adolescent literacy can be translated into effective practice in middle and high school classrooms. Leading authorities discuss findings on the adolescent learner, addressing such essential topics as comprehension, content-area literacy, differentiated instruction, gender differences in literacy learning, and English language learners. With a focus on evidence-based methods, coverage ranges from techniques for building digital literacy and comprehension skills to strategies for flexible grouping and writing instruction. Ideal for courses in adolescent literacy, each chapter includes guiding questions, discussion questions, and classroom examples.

The Oxford Handbook of Deaf Studies in Literacy

... Shaping literacy achievement: Research we have, research we need (pp. 129–156). New York, NY: Guilford Press. *Tucci, S. L., & Easterbrooks, S. R. (2015). A syllable segmentation, letter-sound, and initial-sound intervention with ...


Author: Susan R. Easterbrooks

Publisher: Oxford University Press

ISBN: 9780197508275

Category: Psychology

Page: 584

View: 455

The Oxford Handbook of Deaf Studies in Literacy brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH). With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonological or orthographic awareness, morphosyntactic and vocabulary understanding, reading comprehension and classroom engagement, written language, and learning among challenged populations. Avoiding sweeping generalizations about DHH readers that overlook varied experiences, this volume takes a nuanced approach, providing readers with the research to help DHH students gain competence in reading comprehension.

Reading Japan Cool

In Shaping Literacy Achievement: Research I/Ve Have, Research l/Ve Need, edited by Michael Pressley, Alison K. Billman, Kristen H. Perry, Kelly E. Reffitt, and Julia Moor— head Reynolds, 98—128. NewYork:The Guildford Press, 2007.


Author: John E. Ingulsrud

Publisher: Lexington Books

ISBN: 9780739127537

Category: Art

Page: 230

View: 301

The characters, the stories, and the sensibilities coming out of Japanese animation, manga, and video games are together called Japan Cool. The origins of the movement are in manga, the practices of the readers, the diversity of the titles, and the sheer number of works.

Teaching and Researching Reading

Pigada, M. and Schmitt, N. (2006) Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign ... Pressley, M., Billman, A., Perry, K., Reffitt, K. and Reynolds, J. (eds) (2007) Shaping literacy achievement.


Author: William Peter Grabe

Publisher: Routledge

ISBN: 9781317862796

Category: Language Arts & Disciplines

Page: 344

View: 731

Teaching and Researching Reading was first written to help language professionals understand the complex nature of reading. Now in a thoroughly updated and improved second edition, the book expands connections from research on reading to instructional practices and teacher-initiated action research. Offering an updated overview of reading theory, it summarises key ideas and issues in first and second language contexts. In addition to providing insightful research analyses, Grabe and Stoller offer practical advice for practitioners and researchers, including evidence-based teaching ideas and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 29 projects for teacher adaptation and use, as well as numerous new or substantially expanded resource materials that can be used for both action research and classroom instruction. Learning aids featured throughout the volume include · key concept boxes and a glossary of key terms · quote boxes highlighting critical issues in the field · resource lists of relevant journals, books and websites Fully revised throughout, with a range of new exemplary L1 and L2 research studies and an entirely new chapter on the move from research implications to instructional applications, this second edition of Teaching and Researching Listening is an invaluable resource for teacher trainers, practicing teachers, materials writers and researchers alike.

Reading More Reading Better

dents to persevere through the challenges of learning to read, we need to provide a motive for reading that makes it worth ... In M. Pressley, A. K. Billman, K. Perry, K. E. Refitt, & J. M. Reynolds (Eds.), Shaping literacy achievement: ...


Author: Elfrieda H. Hiebert

Publisher: Guilford Press

ISBN: 9781606233931

Category: Language Arts & Disciplines

Page: 273

View: 477

Teaching students specific literacy skills is important--but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms. Essential topics include factors that make reading tasks more or less productive for different types of learners, ways to balance independent reading with whole-class and small-group instruction, how to choose appropriate texts, and the connections between reading engagement and proficiency. The relevant research literature is reviewed, and exemplary practices and programs are described.

Handbook of Research on Reading Comprehension

Instructional dimensions that may affect reading comprehension: Examples from two commercial reading programs. ... Reynolds (Eds.), Shaping literacy achievement (pp.157¥174). New York: Guilford Press. Chomsky, N.(1957).


Author: Susan E. Israel

Publisher: Routledge

ISBN: 9781317639664

Category: Education

Page: 684

View: 279

The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic. It summarizes the current body of research on theory, methods, instruction, and assessment, including coverage of landmark studies. Designed to deepen understanding of how past research can be applied and has influenced the present and to stimulate new thinking about reading comprehension, the volume is organized around seven themes: historical perspectives on reading comprehension theoretical perspectives changing views of text elements of reading comprehension assessing and teaching reading comprehension cultural impact on reading comprehension where to from here? This is an essential reference volume for the international community of reading researchers, reading psychologists, graduate students, and professionals working in the area of reading and literacy.

The Oxford Handbook of Child Psychological Assessment

Reading in writing instruction: What we know and what we need to know. In M. Pressley , A. K. Billman , K. H. Perry , K. E. Reffitt , & J. M. Reynolds (Eds.), Shaping literacy achievement: Research we have, research we need (pp.


Author: Donald H. Saklofske

Publisher: Oxford University Press

ISBN: 9780199796304

Category: Medical

Page: 860

View: 391

This handbook surveys clinical and educational considerations related to the foundations, models, special topics, and practice of psychological assessment.

From Reading Writing Research to Practice

“Integrating literacy and science: The research we have, the research we need”. In Shaping Literacy Achievement, Pressley, M., Billman, A.K., Perry, K. et al. (eds). Guilford Press, New York, 157–174. Conseil supérieur de l'éducation, ...


Author: Sophie Briquet-Duhazé

Publisher: John Wiley & Sons

ISBN: 9781119610731

Category: Education

Page: 171

View: 298

Teachers regularly seek to update their practice with newly-developed tools from the realm of research, with the aim of applying them directly in the classroom, particularly for teaching reading and writing. Thus, teachers’ continuing education is dependent on the effective dissemination and appropriation of research results. This book explores this problem from multiple angles, presenting research projects from France and Quebec, Canada. Using a variety of methods, including creating teaching materials and engaging classroom teachers in the research process, the authors demonstrate the importance of ownership and dissemination of research results in schools. Although this necessity sometimes complicates the work of researchers, it is vital to develop and maintain the relationship between reading–writing research and its practical applications.

The World of Science Education

(Eds.), Shaping literacy achievement: Research we have, research we need (pp. 157–174). New York: Guilford Press. Collections. (1997). Scarborough, ON, Canada: Prentice Hall Ginn. Cook, L. K., & Mayer, R. E. (1988).



Publisher: BRILL

ISBN: 9789087907471

Category: Education


View: 968

The focus of this Handbook is on North American (Canada, US) science education and the scholarship that most closely supports this program. The reviews of the research situate what has been accomplished within a given field in North American rather an than international context.

Handbook of Reading Research

Pressley, A. K. Billman, K. H. Perry, K. E. Reffitt, & J. M. Reynolds (Eds.), Shaping literacy achievement: Research we have, research we need (pp. 98–128). New York: Guilford. Design-Based Research Collective. (2003).


Author: Michael L. Kamil

Publisher: Routledge

ISBN: 9781136891427

Category: Education

Page: 800

View: 316

The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV brings the field authoritatively and comprehensively up-to-date.

Human Rights in Language and STEM Education

In M. Pressley, A. K. Billman, K. H. Perry, K. E. Reffitt, & J. M. Reynolds (Eds.), Shaping literacy achievement. New York, NY: Guildford. Cervetti, G., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. (2012).


Author: Zehlia Babaci-Wilhite

Publisher: Springer

ISBN: 9789463004053

Category: Education

Page: 305

View: 449

This volume explores the challenges of teaching and learning Science, Technology, Engineering and Mathematics (STEM) subjects in local languages and local contexts in a range of countries around the world. Many countries around the world, including African countries, have been largely excluded from the transformation that is going on in STEM pedagogy in the USA, where the emphasis is on the importance of language choice and the development of English Language Learner (ELL). STEM subjects in many parts of the world have been taught in a global language, mainly English, rather than using a local language and local curriculum. This creates pedagogical challenges to the teaching of STEM. The contributions to this book review evidence and arguments for the teaching of STEM subjects in local languages and several chapters make this case that this should be considered a human right, both in national educational programs and in development aid. Working across disciplines and domains has the potential to lead to new understanding and the removal of barriers to progress with the ultimate goal of creating solutions to persistent problems in education. Cross-disciplinary work in science, language and literacy has shown much promise and demonstrated the importance of developing language along with disciplinary knowledge. This volume provides a deep dive into this topic, with articles by several scholars in the field of language in STEM.” – Jaqueline Barber, Director of the Learning Design Group at the Lawrence Hall of Science, University of California-Berkeley, USA “In an increasingly technological world, STEM Education has become a priority on national agendas and in educational institutions. Meaningful access to STEM education can enable or hinder young people from gaining entry into the world of work. It is against this backdrop that the edited collection, Human Rights and Language in STEM Education, needs to be welcomed. The various chapters tackle the big questions of access and many others. This edited collection is required reading for all those working in STEM and for policy makers who tend to see language and STEM as binaries, rather than as interdependent.” – Zubeida Desai, Professor and Dean of Education, University of the Western Cape, South Africa This volume by researchers from 10 countries provides a thought-and-action provoking multidimensional analysis of issues on the dignity of the use of STEM subjects in local education in the perspective of human rights. This book is especially recommended to researchers and education policy makers in such areas as STEM Educational Theory and Praxis, Human Rights, Future/sustainable Development, Science and Technology Literacy. May it inspire similar volumes in today’s politically ebullient world.” – Francisco Gomes de Matos, Professor Emeritus of Linguistics, human linguistic rights scholar, Federal University of Pernambuco, Recife, Brazil.