Steps to Success: Crossing the Bridge Between Literacy Research and Practice
Pub Date: 2016
ISBN 13: 978-1-9423412-2-2
Publisher: Open SUNY
Conditions of Use
The text covered all areas in the table of contents. The book had many areas of importance. The first eleven chapters were practical and included read more
The text covered all areas in the table of contents. The book had many areas of importance. The first eleven chapters were practical and included examples of strategies and activities for the classroom. The last three chapters were more theoretical in nature.
From my perspective, the book’s information was accurate. There were a few errors/questions: First sentence, first three lines: White. Kind boys…. (white, kind boys?) p. vii: “stoned on cough medicine” - I am not sure what the author was saying, but it struck me odd to use that phrasing, within this book. p. vii: two colons used in the same sentence. I am not sure if that is mechanically correct. p. 51: first sentence under “why language is important” – extra space in front of “morphology” Chapter 8 in the abstract: 4th line says “at6s” and it should be “as”
The text is written in a logical, systemic way so that future updates could be made rather easily.
I thought the chapters were clear and concise. I appreciated the terms and explicit information. For example, the author’s clarity was excellent in explaining the difference between phonological awareness and phonemic awareness. The chapters were broken into smaller chunks, each having a heading. That made for clarity as well. I did not think the last three chapters were as clear.
Each chapter had learning objectives, questions and activities, and extensive references. The setup of each chapter also was consistent (length, smaller chunks).
The text is readily divisible by chapter and by smaller sections with headings. While I read the book in entirety, it could easily be read by chapter or even smaller chunks. Chapters do not rely on each other for understanding
I thought the chapters were in a clear order. Chapters 1-12 seemed in order (if one wanted or chose to read in entirely). These chapters were practical and informative. Chapter 13 and 14 did not seem to fit as well. While the chapters have relevance and are important, it was not on methodology as the rest of the book seemed to be. However, the book was well organized.
The pages of the “book” did not align with the pages online. There is a small gray box in the bottom right hand corner telling the reader what page they are on. For example, the online box said p. 128, and the book said p. 112.
I found only 1 grammar error (and it may be that I didn’t understand the nuance, or it was mechanical vs grammatical): First sentence, first three lines: White. Kind boys…. (white, kind boys?)
I did not read any culturally insensitive material. In fact, the book had several chapters and parts of chapters specific to cultural relevance
This book was informative and packed with great information and current research. It was easy to read, and the majority of the book read like a good novel. I didn’t want to put it down. I especially liked the practical, well written, concise material on word recognition, comprehension, literacy assessment, and writing instruction. Chapter 4: Not sure the braid illustration was needed twice. Chapter 5: I was surprised there was no mention of Fountas and Pinnell, running records, or monitoring reading levels. Chapter 7, Influence of the Digital Age on Children’s Literature and Its Use in the Classroom was somewhat disappointing. It was not as succinct in classroom practice and the earlier chapters, nor did the content match the title. I assumed that the chapter would be about how to incorporate digital tools into the classroom with a focus on children’s literature. For example, I wrongly assumed that there would be information on apps and tools to lead to more literature (Epic! app as an example). Chapter 11, Teaching as a Writer – Assigning as a Reader was too ambiguous in the teacher’s role in writing. For example, “It is the responsibility of teachers to know the language conventions.” I agree, yet do they? Do all teachers teach writing skills, especially in the secondary? “Students should be mentored to use proper language…” The ambiguousness is that the books needs to say, “students must be mentored…. (not should). There was also a lot about relationships in this chapter. I do not disagree, I just think the writing portion, including mechanics, punctuation, word choice, and grammar, should be highly emphasized and all teachers in all content areas must teach students these skills. Chapter 12: Great points and tables for content area teachers. In the next edition, add the same for PE, Health, technology, and vocational teachers. Literacy is no less important in any of these content areas and not written about very often.
The book addresses most of the topics for a course about literacy methods. However, two areas that could be added are: the cueing systems and the read more
The book addresses most of the topics for a course about literacy methods. However, two areas that could be added are: the cueing systems and the stages of spelling development.
For the most part, the book presents accurate information and identifies positive and negative aspects about instructional strategies by including research to support the information. That said, Chapter 5: Types of Literacy Assessment seems to overemphasize the benefits of DIBELS without presenting the concerns about DIBELS. (Riedel, B. W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students. Reading research quarterly, 42(4), 546-567.)
The content is up-to-date and connects to the current educational context such as the Common Core State Standards.
Most of the chapters are clearly written and provides clear examples or scenarios. Specifically, the chapters written by the editor, Kristen Munger, are the most lucid and engaging chapters.
There is consistency throughout the book; however, some chapters provide more of a critical stance to literacy methods and research while other chapters are less analytical. For example, the chapters written by Munger do best job in presenting different perspectives and research.
The books chapters are generally the same length and will be easy to assign for course topics.
The book topics seem to be in a logical sequence that will make sense to a pre-service teacher. However, the true test is using this book with students and getting their feedback.
Although I did not click on all of the links to additional resources, most of the links worked. That said, the link for “RAND Reading Study Group” mentioned in Chapter 1 had a 404 error. When errors such as this are discovered, is there a way to contact the author so that it can be updated/fixed? If this information is already in the textbook, it was not easy to locate. When reading a certain chapter, another chapter may be mentioned in the text which includes a hyperlink to the mentioned chapter. For example, in Chapter 7, the author notes: “Recall from Chapter 1 that modes of communication….” I had hoped that the link would go to the specific section in Chapter 1; however, the link went directly to the beginning of Chapter 1.
I did not notice any glaring grammar errors; however, there were a few typos and text alignment issues.
Although the book presents the need for pre-service teachers to consider culture in relation to instructional practices, I would have liked to see culture addressed/consider in each chapter.
Wow! The editor of text did a fantastic job incorporating multiple areas of literacy! I like how each chapter can be read separate from one another, read more
Wow! The editor of text did a fantastic job incorporating multiple areas of literacy! I like how each chapter can be read separate from one another, but there are references to other chapters so that the reader knows where to look for additional information on that aspect. The authors of the individual chapters cite numerous literacy “gurus”. The index is effective in helping the reader decide which chapter(s) peak their interest.
The content definitely is unbiased. The book discusses multicultural literacy and students with disabilities in a straightforward manner. I did not notice any errors.
There is mention of NCLB, and that act no longer exists. Though there are a ton of great citations, most of them are quite dated. I do feel that it would be easy to add updated information.
The text is well written! I am considering using pieces of it with my undergraduates.
The text is incredibly consistent in terms of terminology. However, there are places where acronyms are used and then times where they are not. For example, one chapter goes back and forth between English Language Learners and ELLs.
My favorite aspect of this text is how divisible it is! This makes it extremely useful in my undergraduate courses. All the different headings make this possible.
The text is easy to follow, not choppy at all.
Labeling of tables, charts and figures are slightly confusing. They are all labeled as figure 1 or table 1. I feel that the number should correspond to the chapter and order (i.e. the third figure in chapter five should be labeled as 5.3) Labeling tables and figures like that would help with assigning in courses. Some figures are even repeated.
No issues noticed.
The book discusses multicultural literacy and students with disabilities in a straightforward manner.
Overall, I think this is a great text! My undergraduates have enjoyed it as part of their coursework.
This textbook addresses a wide range of topics in the field of literacy. Authors did a great job preparing readers to follow the ideas from the read more
This textbook addresses a wide range of topics in the field of literacy. Authors did a great job preparing readers to follow the ideas from the introduction to literacy, word-level and text-level literacy all the way to the new literacy and other critical topics in the field. It also includes topics about literacy development of learners with diverse needs, such as English language learners and learners with intellectual and developmental disabilities. The structure is clear, and text is easy to read. As the title indicates, bridging the research and instructional practice, the theme of the book, is consistently maintained across chapters.
The information presented in this textbook is accurate. Primary resources were used. The discussion seems to be objective.
This textbook includes updated resources. Future updates can be easily made to the current framework of the book.
The text is easy to read. The first chapter, which serves as an orientation session, provides an overview of the book. Technical terms within each chapter are clearly explained with examples. The learning objectives and the reflection questions are helpful for readers to have an in-depth understanding of the text. In addition, graphic organizers and tables used in some chapters support the clarity. Overall, the text is comprehensible to readers in literacy education.
The consistency of the text is well maintained with respect to the uses of terminologies and concepts, the structure of each chapter ( abstract, learning objectives, and questions and activities), as well as the theme of the book across all chapters (i.e.bridging research and practice).
Because it is an edited book, chapters are structured in the same way with abstracts and learning objectives included. This makes it easier to select certain chapters based on class focus.
The organization within each chapter is clear with subheadings used to address "what", "why", and "how" questions of a certain concept. Readers can see how the concept evolves with connections to instructional practices.
There are no interface problems. The images and charts are properly placed in text and can be easily navigated.
No grammatical erros.
The text is strongest when connections are made to the literacy development of learners with diverse needs (e.g. chapter 8, 9,12, 13).
This text covers a great deal of relevant current literacy research, without feeling too broad or disconnected. The topics are covered thoroughly and read more
This text covers a great deal of relevant current literacy research, without feeling too broad or disconnected. The topics are covered thoroughly and in such ways that both novices and seasoned readers alike can understand and learn from the material.
I do not believe there is any way to write an unbiased text, but the author's are transparent about their stances. For example, the author that introduces literacy as a concept draws on UNESCO's definition of literacy as a fundamental right. This approach is very different from some who might approach it as a discrete set of skills. Knowing this, however, the text is very accurate from that perspective and the authors provide evidence to support the stance they've taken.
For the most part this book has longevity, though I can't imagine how it could remain entirely relevant for more than a few years. When including topics like children's literature or digital literacies, no writer can anticipate major changes, advances, resources, and titles. Still, it does a good job of covering relevant topics.
The text is a fairly accessible read. I do think it reads better for researchers and teacher educators than for teacher education students, but with proper scaffolding it can still serve.
Though there are multiple writers and each chapter can stand alone, the conceptual framework is maintained and the book is cohesive.
Each chapter can stand alone and they are of a manageable length. Within each chapter, topics are well organized.
The chapters are logically sequenced and the topics within each are connected in clear ways. Occasional heading formatting issues don't interfere with the overall structure.
The text is easy to navigate and all images and figures are readable.
The book is free of grammatical issues.
This text does an excellent job of considering issues of culture and social justice, within the parameters of literacy research. The theorists that are cited are the top in our field. When doing a book on reading and writing, it would be easy to ignore the inherent connections between who we are and how we teach and learn, but the others in this volume don't take that easy route. Well done.
The text offers a variety of view points, with a different topic and author for each chapter. This approach provides diverse perspectives on read more
The text offers a variety of view points, with a different topic and author for each chapter. This approach provides diverse perspectives on major/critical issues in literacy. There is not a glossary for the text, but this does not take away from its usefulness.
The text content references current research in the field, and each chapter author has conducted original research in the topic area he or she addressed. While the theoretical/conceptual frameworks used may have some inherent bias, the text is error-free and unbiased.
The content reflects both seminal and relevant ideas in the field of literacy, making it a most useful text. In addition, the text points to potential for future research in the ever-evolving field of literacy.
Due to the nature of many different authors for different chapters, the writing styles vary within the text. However, this does not distract the reader and actually makes the text more engaging, allowing a reader to experience different voices for different topics. Overall, the text is well-written.
The theme, "bridging literacy research and practice" is reflected throughout the text. There is a common thread evident in each chapter connecting what research and in-the-field practice.
This is one of the more evident strengths of the text. The text can be used in smaller sections throughout a semester and paired with supplementary texts to provide a varied text set around an issue/topic. In addition, each chapter of the text provides an opportunity for engaging activities and questions.
The flow and organization of the text is exceptionally logical and clear.
Professional interface; the text is free is void of any distorted images/charts, navigation issues, or distracting features.
Very professional; no grammatical errors.
Compared to many other texts, this text addresses issues relevant to English Language Learners and populations with learning disabilities. Many backgrounds and perspectives are included in the text.
I especially appreciate the variety of authors portrayed in the book. Like many of my favorite hard copy texts, this text feels like a handbooks that addresses pertinent issues in the field and provides a wider lens through which to think about these issues.
The textbook is very comprehensive. The authors provide an in-depth explanation of different theory and concepts. In addition, classroom based and read more
The textbook is very comprehensive. The authors provide an in-depth explanation of different theory and concepts. In addition, classroom based and real life examples were provided. I can see teacher candidates and in service teachers apply the information for the text into their classroom practice.
Information provided is accurate.
The content is up to date with additional resources provided. Links for other online resources, websites and references are provided and should be easy to update in the future.
Each chapter has different author and each of them has their unique writing style. The text is written is a way that is easy to follow and understand.
The book is consistent in terms of tones, voices and terminology.
This book is extremely modular in its organization at the chapter level. In other words, It can be easily reordered by the instructor or students based on the course or students needs.
The book is well-organized with easy to follow structure. Individual topics are also well-organized. The first half of the book focused on emergent literacy and young learner and the second half of the book focused on middle/upper grade learners.
Both online and PDF version work well. Easy to navigate for first time user.
The text is well written.
Chapter 12 addresses culturally responsive literacy strategies specifically, however, I would like to see more culturally relevant instruction and examples throughout the whole text.
Overall, this book is well organized with rich information for literacy instruction. Highly recommended.
As the author states, "this book spans many topics related to literacy teaching and learning". Chapters are included on several topics related to read more
As the author states, "this book spans many topics related to literacy teaching and learning". Chapters are included on several topics related to literacy research and instructional practices that are fundamental to understanding the key aspects of children's development of literacies, literacy research, and effective instructional practices for a wide range of learners. Some of the chapters are quite specific in scope and, therefore, might not be applicable for all pre-service and/or in-service teachers (e.g. the chapter that focuses on twenty-first century perspectives attends to issues in adolescent literacy and not younger children). However, these chapters would be pertinent in specific coursework, areas of study or preparation, etc.
The content is based on seminal research in the area of literacies. Each of the topics that are presented in the book accurately include the main ideas and supporting information about the topic.
Given the ever-evolving nature of platforms, and related skills and strategies, for literacies, and the subsequent influence on literacy practices and related instruction, this is a difficult question to answer. However, it seems that it will be quite possible for this text to be easily updated over time in order to remain current.
This text utilizes straightforward language and often defines terms that might be unfamiliar to the reader. Moreover, the author has included links that provide more information, examples, videos, etc. to illustrate some terms. For example, in chapter ten the author describes the instructional strategy known as a gallery walk. There is a link included within the text that takes the reader to a website that includes a description of a gallery walk and provides a short video illustrating the practice.
This is an edited book. Therefore, several authors have contributed to the content and ideas in the book. However, the text in each chapter clearly articulates the underlying theoretical perspectives about the content in each chapter, includes a research base for the topic, and provides examples of applications in real classroom contexts. This common text structure is consistent and, therefore, aids the reader.
The structure of this text is a strength. Specifically, the chapters are organized by significant topics in literacy instruction and can be read together or separately. Given the broad scope of the topics that are included in the text (e.g. writing in elementary schools, adolescent literacy, etc.), it is likely that instructors might choose to use some, but not all, of the content.
The organization of the book is strength of the text. The structure of the text includes an abstract, objectives, and a summary with questions and activities. Additionally, the chapters are organized into short sections with bold headings that often describe instructional practice and the research that supports those practices.
Several of the references for each chapter include links to the actual article or other source. This is a fabulous addition for any reader of this text, because the reader can explore the research/references more deeply by following the links that have been included. This might be a particularly useful feature for students that are studying a specific topic.
The text contains no grammatical errors.
In general, this text promotes culturally relevant instructional practices by including a diverse set of classroom examples in each chapter. Further, there are chapters that are specifically focused on inclusive practices for all children.
The fourteen chapters in Steps to Success: Crossing the Bridge Between Literacy Research and Practice are both comprehensive and concise, making this read more
The fourteen chapters in Steps to Success: Crossing the Bridge Between Literacy Research and Practice are both comprehensive and concise, making this edited collection particularly appealing to educators and students alike. The chapters contained in this collection represent current research and practices in the field of literacy in a format accessible to students at both the undergraduate and graduate levels. Able to be used in tandem with other chapters or as stand-alone pieces, the chapters of this text could be utilized in numerous undergraduate and graduate literacy courses. Each chapter offers guiding questions and activities to aid comprehension and application of the concepts. References are included at the end of each chapter, however the text does not provide an index or glossary.
The text content is well-researched and accurate. Each chapter author has conducted original research in the topic area he or she addressed, providing in-depth reviews of the current knowledge base.
While the field of literacy continues to broaden and evolve, the text's content is up-to-date and offers the reader an overview of the current knowledge base as well as insight into areas of future research.
As this text is an edited volume the writing styles vary across the volume, though the presentation and format of the information remains constant. The academic terminology is adequately explained within the chapters and the writing is accessible.
Consistency is evident through the inclusion of goals, the current state of research, and concluding questions within and across chapters.
Comprehension of information within individual chapters is not dependent on knowledge from the preceding chapter. Variance of the sequence of the material is possible and chapters could be omitted or regrouped without interference to understanding.
The text begins with a brief introduction of the field of literacy followed by research approaches for literacy instruction within and across literacy components. Ending with international considerations and teacher identities is logical and timely.
The brevity of the chapters and overall text makes navigation across chapters not problematic.
No grammatical errors were evident.
An emphasis on cultural relevance and responsiveness is apparent throughout the text. Topics include English Language Learners, culturally responsive strategies for disciplinary literacy, and world language and literacy learning.
This highly accessible text offers a broad scope and stand-alone chapters, making it a valuable resource for numerous undergraduate and graduate courses in literacy education.
The text provides multiple points of view, with a different topic and author for each chapter. This approach offers a variety of perspectives on read more
The text provides multiple points of view, with a different topic and author for each chapter. This approach offers a variety of perspectives on major issues in literacy. All sections of the text are well-organized, including table of contents, index, essential questions, objectives, and questions for discussion.
The content appears to be accurate and unbiased, although these authors are promoting specific theories and perspectives. As a result, there is some inherent biases, though nothing unusual.
The content is current and relevant to issues surrounding literacy theory and practice. The text seems that it will not become dated any time soon.
The text provides many different authors and writing styles, which is a strength. Most chapters are well-written, current, and relevant to issues of literacy.
The text provides a consistent theme reflected in the title: bridging literacy research and practice.
The modularity is a strength of the text. Each section/chapter provides a different voice/author/issue . Over the course of a semester, each issue could be addressed using these chapters as anchor texts to facilitate assignments and discussion. The text offers intriguing activity/questions for each chapter.
The structure is organized and clear, making transitions from one issue to another in a logical progression.
No interface problems. The display features are useful and relevant to the text.
No significant grammar issues.
The text is culturally relevant, with relevant inclusion of many different backgrounds and points of view.
I like the organization of the text - many perspectives and issues to keep students "current in the conversations" surrounding literacy research and practice. There are many single author textbooks on literacy, but this text offers a more varied consideration of current research and practice.
This book is very comprehensive and would effectively serve as an excellent text for teacher practitioners. read more
This book is very comprehensive and would effectively serve as an excellent text for teacher practitioners.
It utilizes some of the most current research regarding literacy.
The relevance of the research is up to date and should be relatively easy to update as new research unfolds in the future.
The prose is clear and concise, but does not oversimplify information.
Terminology is very consistent throughout the book.
The book lends itself to easy modularity and can subdivided based on the course content and focus.
There is a logical flow that is very clear.
The text is free of significant interface issues, including navigation problems and distortion of images/charts.
The text does not contain grammatical errors.
The book is culturally aware.
One of the strengths of this text is the inclusion of chapters relating to current best practices in literacy instruction. Specifically, the chapters read more
One of the strengths of this text is the inclusion of chapters relating to current best practices in literacy instruction. Specifically, the chapters covering the link between assessment and literacy instruction and interventions, relating to reading instruction across content areas, and literacy and literacy instruction in our expanding world. The Table of Contents is clear and describes the span of topics in this text, but there is not a glossary or index.
Each chapter reflects current research and best practices in literacy. Many chapters also include commentary on current issues in literacy, or nicely encapsulate historical perspectives.
This text succinctly explains relevant and recent research, issues, and best practices. I appreciate the integration of assessment and instructional considerations. Updates could be made efficiently since the themes of each chapter are clear.
The short, well-written sections of this text make it easier to navigate then some on-line, text-heavy materials. I never got lost scrolling through the pages. Many chapters integrate illustrations and tables that support and illustrate the material.
The common format for each chapter aids the reader in navigating the chapters. Each chapter contains learning goals and a set of questions and activities to enrich the reader's understandings. While many chapters defined specific academic terms based on the topic, the writing was generally free of jargon and extremely readable. The authors were succinct but addresses the topics completely and clearly.
The chapters can be used in or out of context easily, and they stand along in their description of the content. This text could be used for a variety of courses, drawing from chapters or even parts of chapters without further information.
While the chapters may be read as stand-alones, the book flows nicely between topics. The early chapters (1 - 6) focus on literacy instruction for emergent and early readers, the middle section addresses literacy instruction with special populations and tools, and the remaining chapters tell the story of literacy at the secondary levels and in the future.
The text was easy to navigate. The chapters were short with sufficient markers (headings, charts, etc.) to avoid frustration with scrolling. The illustrations were clear and large enough to be easily read.
A thorough, professional edition.
The text describes literacy issues and best practices that are not easily located in a published trade textbook. The chapters on literacy for English learners, and specifically for students with learning disabilities, are often difficult to locate in a comprehensive text.
This text has an exceptionally comprehensive and strong basis in current research. It incorporates current and cumulative understandings rather than a single researcher's viewpoint. It is aligned with edTPA language for professors and students working under that system. Chapter 1 could have used a little editing to avoid emphasis on a personal experiential reflections, but overall the text provides a valuable, updated resource for multiple topics of literacy instruction.
Table of Contents
Foreword by Kathleen A. Hinchman
1. A Brief Introduction to Literacy
2. Key Ideas for Evaluating Scientifically-Based Approaches to Literacy Instruction
3. Word Recognition Skills: One of Two Essential Components of Reading Comprehension
4. Language Comprehension Ability: One of Two Essential Components of Reading Comprehension
5. Types of Literacy Assessment: Principles, Procedures, and Applications
6. Approaches to Writing Instruction in Elementary Classrooms
7. Influence of the Digital Age on Children’s Literature and Its Use in the Classroom
8. Helping English Language Learners Develop Literacy Skills and Succeed Academically
9. Literacy Instruction for Students with Intellectual and Developmental Disabilities
10. Twenty-First Century Perspectives on Adolescent Literacy and Instruction
11. Teaching as a Writer—Assigning as a Reader
12. Culturally Responsive Disciplinary Literacy Strategies Instruction
13. World Language and Literacy Learning
14. Teacher Discourses and Identities: Understanding Your Teaching Self
About the Book
Steps to Success: Crossing the Bridge Between Literacy Research and Practice introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, digital age influences on children’s literature, literacy development in underserved student groups, secondary literacy instructional strategies, literacy and modern language, and critical discourse analysis. Chapters are written by authors with expertise in both college teaching and the delivery of research-supported literacy practices in schools. The book features detailed explanations of a wide variety of literacy strategies that can be implemented by both beginning and expert practitioners. Readers will gain knowledge about topics frequently covered in college literacy courses, along with guided practice for applying this knowledge in their future or current classrooms. The book’s success-oriented framework helps guide educators toward improving their own practices and is designed to foster the literacy development of students of all ages.
About the Contributors
Kristen A. Munger, PhD, is Associate Dean in the School of Education at SUNY Oswego. Prior to becoming Associate Dean, she was a faculty member in the Counseling and Psychological Services Department at SUNY Oswego, where she taught graduate courses in academic intervention, emotional intervention, and research methods. She also taught practicum and internship courses in school psychology, as well as a course in assessment to preservice teachers. She earned her PhD from Syracuse University in Reading Education and MS in School Psychology from SUNY Oswego. Before beginning her doctoral work at Syracuse University, she practiced as a school psychologist in New York State schools for 12 years. During that time, she developed a persistent interest in literacy development, assessment, and instruction.