Steps to Success: Crossing the Bridge Between Literacy Research and Practice

(5 reviews)

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Pub Date: 2016

ISBN 13: 978-1-9423412-2-2

Publisher: Open SUNY

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Reviewed by Cathryn Lambeth, Associate Professor, College of Education, Concordia University, Portland, on 12/6/2016.

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

 

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Reviewed by Gregory Koers, Instructor, Colorado State University, on 12/6/2016.

This book is very comprehensive and would effectively serve as an excellent text for teacher practitioners.… read more

 

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Reviewed by Kenneth Farizo, Assistant Professor, University of New Orleans, on 2/9/2017.

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

 

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Reviewed by Kim Skinner, Assistant Professor, Louisiana State University, on 2/9/2017.

The fourteen chapters in Steps to Success: Crossing the Bridge Between Literacy Research and Practice are both comprehensive and concise, making this … read more

 

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Reviewed by Beth Beschorner, Assistant Professor, Minnesota State University, Mankato, on 2/9/2017.

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

 

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

Editor(s)

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.