Teaching Advanced Literacy Skills: A Guide for Leaders in Linguistically Diverse Schools - Hardcover

Lesaux, Nonie K.; Galloway, Emily Phillips; Marietta, Sky H.

Hardcover

ISBN 10: 1462526470 ISBN 13: 9781462526475

Verlag: Guilford Press, 2016

Inhaltsangabe

In our knowledge-based society, K–8 students need to develop increasingly sophisticated skills to read, write, and speak for a wide variety of purposes and audiences. Including an extended case example from a linguistically diverse school (nearly 75% English learners), this book guides school leaders to design and implement advanced literacy instruction through four key shifts: strengthening the instructional core, giving data a central role, using a shared curriculum, and providing supportive and tailored professional development. Reproducible forms and templates facilitate planning and implementation of schoolwide initiatives. Purchasers get access to a webpage where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.

Über diesen Titel

Über die Autorinnen und Autoren

Nonie K. Lesaux, PhD, is the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. Her developmental and experimental research on school-age children and youth investigates language, reading, and social–emotional development; classroom quality and academic growth; and strategies for accelerating language and reading comprehension. With Stephanie M. Jones, Dr. Lesaux is also codirector of the Saul Zaentz Early Education Initiative and coprincipal investigator of the Early Learning Study at Harvard. She is a recipient of the William T. Grant Scholars Award and the Presidential Early Career Award for Scientists and Engineers. Dr. Lesaux has served on the Institute of Medicine and National Research Council’s Committee on the Science of Children Birth to Age 8.

Emily Phillips Galloway, EdD, is Assistant Professor at Vanderbilt University’s Peabody College of Education and Human Development. Inspired by her work as a former middle school reading specialist and English language arts teacher, Dr. Galloway conducts research on the development of the language skills that support advanced literacy in struggling readers and in linguistically diverse adolescents. In addition, she works with large urban districts, school leaders, and educators to design literacy improvement efforts and assessment systems.

Sky H. Marietta, EdD, is the Curriculum and Instruction Specialist at Pine Mountain Settlement School, a not-for-profit organization focused on improving opportunities for children in Appalachia, and a research fellow at Berea College. Previously, she was a postdoctoral fellow and lecturer at the Harvard Graduate School of Education. Her work examines connections among language, culture, poverty, and reading achievement, with a special emphasis on rural populations and science literacy. A former elementary teacher, Dr. Marietta has worked with numerous teachers and districts on implementing efficient and informative literacy assessment systems. She is coauthor with Nonie K. Lesaux of Making Assessment Matter.

Nonie K. Lesaux, PhD, is the Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education. She leads a research program guided by the goal of increasing opportunities to learn for students from diverse linguistic, cultural, and economic backgrounds. Her work on reading development and instruction, and on using data to prevent reading difficulties, informs setting-level interventions and public policy at the national and state level. The practical applications of this work are featured in numerous publications, including the book Making Assessment Matter as well as a widely circulated state literacy report, Turning the Page: Refocusing Massachusetts for Reading Success, that forms the basis for a third-grade reading proficiency bill passed in Massachusetts. Dr. Lesaux is a recipient of the William T. Grant Scholars Award from the William T. Grant Foundation and of the Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government to young professionals beginning their independent research careers.

Emily Phillips Galloway, EdD, is Assistant Professor at Vanderbilt University’s Peabody College of Education and Human Development. Inspired by her work as a former middle school reading specialist and English language arts teacher, Dr. Galloway conducts research on the development of the language skills that support advanced literacy in struggling readers and in linguistically diverse adolescents. In addition, she works with large urban districts, school leaders, and educators to design literacy improvement efforts and assessment systems.

Sky H. Marietta, EdD, is the Curriculum and Instruction Specialist at Pine Mountain Settlement School, a not-for-profit organization focused on improving opportunities for children in Appalachia, and a research fellow at Berea College. Previously, she was a postdoctoral fellow and lecturer at the Harvard Graduate School of Education. Her work examines connections among language, culture, poverty, and reading achievement, with a special emphasis on rural populations and science literacy. A former elementary teacher, Dr. Marietta has worked with numerous teachers and districts on implementing efficient and informative literacy assessment systems. She is coauthor with Nonie K. Lesaux of Making Assessment Matter.

Details zur Ausgabe

• Verlag: Guilford Press
• Erscheinungsdatum: 2016
• Sprache: Englisch
• ISBN 10: 1462526470
• ISBN 13: 9781462526475
• Einband: Gebundene Ausgabe
• Anzahl der Seiten: 196
• Kontakt zum Hersteller: The Guilford Press; https://guilford.com; ; 370 Seventh Avenue, Suite 1200; New York; NY; 10001; USA
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