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
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.