Steps to Success: Crossing the Bridge Between Literacy Research and Practice
Kristen A. Munger, SUNY Oswego
Copyright Year: 2016
ISBN 13: 9781942341222
Publisher: Open SUNY
Language: English
Formats Available
Conditions of Use
Attribution-NonCommercial-ShareAlike
CC BY-NC-SA
Reviews
The text covers appropriate areas related to literacy, and the table of contents makes it easy to jump between content areas. The reference lists throughout the text are detailed and complete, but the lack of index/glossary is why I rated this 4/5. read more
The text covers appropriate areas related to literacy, and the table of contents makes it easy to jump between content areas. The reference lists throughout the text are detailed and complete, but the lack of index/glossary is why I rated this 4/5.
From my knowledge and experience this text is accurate and error-free.
I appreciate how several sections of this text address what "we used to think" about literacy instruction, and then goes on to update what the research has shown and where we are today. Given that this structure already exists, I see it as easily to update in the future as well.
There is some technical jargon, as is necessary, but in almost all cases the terminology is explained or defined.
The text is consistent in terms of framework, which makes it easy to follow.
I see myself using portions of this text with my students. I believe that smaller sections can easily be used and referenced as is necessary.
I appreciate the organization and flow of this text.
The PDF version of the text has hyperlinks in the table of contents were are appreciated. I saw no visual errors.
I saw no grammatical errors in this text.
I believe the research discussed is culturally relevant, however the text does not make a point to discuss this in all sections. However, where significant, such as when discussing English Language Learners, it is intertwined.
I look forward to using portions of this text with my students to help provide them with a contextual framework for literacy research and practice.
Provides a real nice overview of the various concepts from foundational skills to content literacy strategies. read more
Provides a real nice overview of the various concepts from foundational skills to content literacy strategies.
The information is relevant and utilizes current research and theories.
The book's summary of the Science of Reading is helpful for pre-service teachers who are aiming to understand the history of literacy instruction. The methods discussed are up to date and relevant to students' lives. The culturally responsive teaching section, though brief provides a nice intro into definitions and instructional practices.
Written very clearly and easy to understand, a good resource for undergraduate students.
Text was consistent throughout each chapter with the introduction, abstract, section materials, summary and references.
Each section is clearly labeled in the Table of Context along with within each chapter. The sections are very clearly identified with-the introduction, abstract, section materials, summary and references. As an instructor you could easily pull out specific chapters related to your course content i.e. chapters 2-4 chapters if you are teaching about emergent/beginning readers, chapter 5 for assessment and chapter 12 for literacy strategies.
The organization is consistent and user-friendly.
The content is very clear and organized. There are tables that are clearly seen.
I did not see evidence of grammatical errors.
As mentioned about the text provides a brief intro into culturally responsive teaching. I would say for someone that has never heard of culturally responsive teaching, this would be a good resource to start with. Some feedback for the Emergent Bilingual section would be to include more positive and asset based language.
I think for an UG literacy course this has some informational sections to pull from that are student friendly and relevant!
Overall, I found this book to be fairly comprehensive, although there were a few key components that would have improved the readability and organization of this book. The beginning pages are quite helpful. A foreword by Kathleen Hinchman, a... read more
Overall, I found this book to be fairly comprehensive, although there were a few key components that would have improved the readability and organization of this book. The beginning pages are quite helpful. A foreword by Kathleen Hinchman, a professor at Syracuse University, helpfully situates the book within a colleague's academic context. Following the foreword is an "about the book" section, which I found helpful as a preview of the in-depth chapters to come. The chapters themselves are very comprehensive. They provide a nice balance of overview and in-depth information. I particularly enjoyed the fact that this book covered literacy for all ages. There is a chapter devoted to "approaches to writing in the elementary school classroom," and there is a later chapter about "twenty-first century perspectives on adolescent literacy and instruction." Similarly, the book traces literacy through various theories and perspectives, which would be useful to students trying to understand literacy as a field in terms of "where it's been and where it's going." Key terms are delineated where appropriate. The book is missing end matter, such as an index, which would make it more accessible to the average reader.
This book was well-researched, and citations were included where appropriate. A extensive references section is included following each chapter in the book, which would allow students to engage more deeply with research should they so wish to do so. That said, as other reviewers have indicated, there is often only one citation included where multiple citations would strengthen the validity of the argument that is being made. Additionally, the last update to this text was in 2019, which means that it is three years out of date. That is not necessarily problematic, though interested instructors may want to use the text as a foundation and supplement with more recent research.
As noted earlier, as a foundational text, this book works quite well. It relies on time-tested research that isn't controversial. The research included in this text will likely remain valuable to the field over the next many years. It will remain a useful research for students enrolled in practical literacy course in which students are seeking an overview of relevant information. It is, of course, difficult for a textbook to remain relevant in this era of information in which new research is constantly being released. The textbook format is not nearly as agile as information published digitally. Instructors using this text must be prepared to supplement this text with newer information, but it is still a great resource filled with useful information.
This book is written by multiple authors, which is sometimes problematic in terms of clarity; this book suffers from no problems of clarity whatsoever. The chapters flow nicely from one into the next (this is largely due to a standardized organizational system) so that following the main themes of the text is abundantly easy. This book would be a great choice for both student teachers and pre-service teachers who are beginning their journey into understanding literacy. The clarity of the text will benefit students, who will find it straightforward.
I did not discern any inconsistencies in terms of either terminology or framework. The text is very clear in defining its key vocabulary terms, and these are used consistently throughout the chapters - this in spite of the fact that multiple authors wrote this text. This holds true for literacy and pedagogy frameworks introduced by the authors. The text is consistent throughout.
The organization of this text is one of its best qualities. Chapters are organized with a brief abstract which gives a solid overview of information to be covered in the chapter. Following the abstract are a number of learning objectives that are measurable and concise. For example, one such learning objective is: "After reading this chapter, readers will be able to discuss how educators and researchers have critiqued different ways of teaching writing." Various sub-heads break up the different chapters, so that text can be easily chunked. Readers can read one section and then return to read another later without losing the flow of the text. The end of each chapter is bookended with a summary that is a nice accompaniment to the abstract. Finally, questions, suggested activities, and web resources are included at the end of chapters.
This literacy textbook was well-organized, with a clear, coherent structure. In chapter 1, the text starts with a brief introduction to the topic of literacy and includes a "how to use this book" section. This is followed by a chapter devoted to key ideas in literacy instruction. From here, the next several chapters are devoted to a deeper dive into literacy abilities such as word recognition and language comprehension. Then, some guidelines are given with which a practitioner could evaluate a literacy program in their own school. Finally, literacy issues in elementary, high school, and special populations is addressed.
I explored both the PDF and online versions of this text before finally reading the online version. Both are intuitive and easy to navigate. The text blocks are well-designed and easy to engage with. No interface issues were discovered at all.
I did not detect any grammatical errors. The text is readable and professionally edited.
A number of different perspectives are included in this text, representing a variety of races, ethnicities, and backgrounds. I particularly liked that several chapters were dedicated to discussing literacy in terms of special sub-populations of students. Chapter 7 was about the influence of the digital age on children's literature; chapter 8 helping English language learners develop literacy skills, and chapter 9 is about literacy instruction for students with developmental and intellectual disabilities. Finally, an entire chapter is devoted to culturally responsive literacy practices.
This text makes a strong choice for an instructor looking for a foundational, introductory text to literacy research. Its greatest strength is that it is a comprehensive overview of the field. It would be useful in any literacy course. Readers leave with a great overview of literacy and are given numerous activities and resources which they can engage with to further explore this topic.
The book had a table of contents and the first chapter provided a brief introduction to the field of literacy. Each chapter includes specific definitions of key literacy & educational terms, clearly enumerates learning objectives, and contains... read more
The book had a table of contents and the first chapter provided a brief introduction to the field of literacy. Each chapter includes specific definitions of key literacy & educational terms, clearly enumerates learning objectives, and contains an introduction. The scope and sequence of the content reflects typical literacy textbooks with an added chapter that provides pre-service teachers with some important information on what scientifically-based literacy approaches are and how to determine whether certain literacy practices are actually supported by empirical or qualitative research. The text could have benefited from including an index.
Content is supported by research, which is cited within the text as well as at the end of each chapter. However, I noticed many statements within different chapters had only one citation per main idea or topic and could have benefited by other equally valid references. Take the following examples, for instance.
On p. 52 in Steps for Success … Vocabulary words that should be intentionally taught are those essential for understanding texts, those that are likely to be encountered across multiple tests, or those that are particularly difficult to understand (Beck, McKeown, & Kucan, 2002).
This statement on page 52 could also have been supported by the research conducted by Graves, M. (1986). Vocabulary Learning and Instruction in Review of Research in Education 13(1), 49-89. & McKeowna, M.G. (2019). Effective Vocabulary Instruction Fosters Knowing Words, Using Words, and Understanding How Words Work. Language, Speech, and Hearing Services in Schools(50), 466–476
On p. 82 in Steps for Success …. Finally, there is some evidence that children should engage in the writing process flexibly rather than rigidly (see McQuitty, 2014 for a review).
This statement about the writing process on page 82 could have also included a citation for the research done by Hayes, J. R., & Flower, L. (1980). Identifying the organization of written processes. In L. W. Gregg, & E. R. Steinberg (Eds.). Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum Associates.
Hayes, J. R., & Flower, L. (1987). On the structure of the writing process. Topics in Language Disorders, 7(4), 19-30. doi:10.1097/00011363-198709000-00004
Murray, D. M. (1985). A writer teaches writing (2nd ed.). Boston, MA: Houghton Mifflin.
Relevant theories and methods of teaching literacy in the elementary grades are included. The chapters, in varying degrees, address the five pillars of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, & comprehension. In my assessment, the text is organized in such a way that makes it possible to update the contents and add information as needed. For instance, additional studies and strategies that address fluency can easily be included.
The concepts are readily accessible to undergraduate students, with key terms and concepts clearly explained. I appreciated the thorough yet accessible manner in which chapter 2 on scientifically-based approaches to literacy instruction was written with examples that students can relate to. The point of this chapter was to help pre-service teachers understand the importance of making well-informed decisions about teaching practices by helping them understand how to identify reputable sources.
As I mentioned earlier, key terms are addressed within each chapter, including an explanation of key terms that are used across the chapters being defined in chapter one. The framework of the chapters is also consistent. Each chapter has a title, an abstract, learning objectives, an introduction to the chapter, headings and subheadings, a summary of key ideas, questions and activities, followed by references and where appropriate, endnotes. Within the chapters where links are included, they are still active.
The chapters are clearly titled and subtitled. There are some pages where the text is continuous, perhaps requiring a graphic to break up these longer sections (i.e., p 35-36, p 45-47, p 115 & 117, p128-9, p136-137, p148-151, etc.)
The headings and subheadings to lend themselves to being parsed out over several days with smaller sections being assigned in readable chunks.
In addition, the learning modules are appropriately titled so if needed, a course instructor could easily assign sections on certain topics in whatever fashion makes sense for his/her course.
The text is structured and follows a typical progression of major topics that include early literacy concepts such as phonemic awareness and phonics to the logical and subsequent topics of comprehension and writing. Fluency was paired with the chapter on literacy learning challenges, which made sense, but it could be its own chapter and come before the chapter on comprehension. The way the book was organized made sense yet, I do think that all young readers could benefit from fluency instruction, especially reading with expression, since it effects reading comprehension as well as is a motivating factor for continued reading success.
Links all work and will allow students to further investigate main topics easily, using the sources listed and supporting materials (i.e. p 17 Reviews of Collections of Programs, Curricula, Practices, p. 46 Willingham (2006) article, 102 story map, Colorin Colorado website, etc.) I was able to follow particular links and accessed them easily. I also printed the text in its entirety and all headings, subheadings, tables, graphics, images, etc. printed in a format which was visually appealing. For instance, on page 101, a student writing sample was included. The colors one student used in his/her drawing were vivid and the text was easily readable. There were no distortions of images that I could detect.
There are a few places where further editing would be beneficial, but overall minimal grammar issues. (e.g. over use of 'that': One principal told me that she believed that many ineffective practices were connected to the "love curriculum." When I asked her what she meant, she told me that some educators ...
No major grammatical errors noted.
The text contained references to technology, digital & postmodern influences, and multi-modal literature responses in the chapter dedicated to children's literature and the role it plays in literacy instruction. While expression of ideas and the recognition of historical, societal, and political influences on the production and use of children's literature was acknowledged in chapter 7, there was less of a focus on the selection of multicultural literature that reflects the changes in school demographics and the need to have role models for a more diversified population of students. There was acknowledgement on p 93 to " show a different perspective or viewpoint ... telling the story through multiple narrators and perspectives," but this was in reference to an author's stylist choices, not necessarily aimed at the use of multicultural literature. This was a missed opportunity to acknowledge that the texts we select should also reflect children's backgrounds and experiences. Included was a chapter on English Language Learners (chapter 8) with theories of language acquisition and theoretical language learning theories. There are many scientifically based strategies for ELLs that could have been cited and briefly explained just like was done in the word recognition skills Chapter 3. This was another missed opportunity. And finally, the chapter on literacy instruction for students with intellectual and developmental disabilities made references back to challenges these students have with phonemic awareness and phonics that hampers their advancement in literacy skills and the impact this has on their fluency, comprehension and vocabulary development. This chapter could also have included some scientifically validated approaches to fluency instruction such as ... Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading (Kuhn, M.R.; Stahl, S.A. (2003). Fluency: A review of developmental and remedial practices. J. Educ. Psychology, 95, 3–21. Miller, J.; Schwanenflugel, P.J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. J. Educ. Psychol, 98, 839–843. Eunice Kennedy Shriver National Institute of Child Health and Human Development NIH, DHHS. Report of the National Reading Panel: Teaching Children to Read: Reports of the Subgroups (00-4754); (2000). U.S. Government Printing Office: Washington, DC, USA. Stahl, S.A.; Heubach, K.M. (2005). Fluency-Oriented Reading Instruction. J. Lit. Res. Sindelar, (1983). The Effects of Segmenting Written Discourse on the Reading Comprehension of Low- and High-Performance Readers. Reading Research Quarterly(18)37, 25–60, L Journal of Teaching.
Overall, I think this book contains some important literacy content. I can see myself using certain chapters of this book with my undergraduate students. I appreciate the effort the authors and editor/author made to make this text a free resource for students to use.
The text covers many aspects of literacy research and practices, some that are not covered in traditional literacy assessment texts. Due to its comprehensive nature, each section provides an overview and does not necessarily cover the depth of... read more
The text covers many aspects of literacy research and practices, some that are not covered in traditional literacy assessment texts. Due to its comprehensive nature, each section provides an overview and does not necessarily cover the depth of each concept, nor does it provide applicable materials for application, as other texts might.
The content of the text is accurate and cites many of the foundational studies you would expect in a literacy research text. I found no errors in the text. There are advocacy groups who may disagree with how some of the materials on students who find reading difficult are categorized in the book.
With the changing nature of literacy research and the public media outlets for literacy instruction, it would be difficult for any text to remain relevant for more than a few years. The current text addresses many relevant topics and includes foundational research that has so far been shown to stand the test of time (and repeated research).
The text, although written by multiple authors with expertise in each area, is very clear and concise. Illustrations and figures are provided to illustrate concepts in a way that is helpful for the reader.
The text is internally consistent in the use of terminology. Although each chapter is a stand alone resource, the chapters draw on one another.
This text is easy to use for just one or two chapters with students as a stand alone resource. It would be easy to split chapters into smaller chunks of reading for a group activity or to address certain concepts.
The chapter headings and abstracts help the reader to organize the information. The headings for each section are clear. There is a clear path to each chapter.
This text was easy to navigate in a digital format. It was easy to use the toolbar to quickly find different portions of the text. There is a search tool that helps you to find specific topics.
I found no grammatical errors.
The text includes information on serving students of different languages, cultures, and backgrounds.
There are definitely sections of this book that I will use with undergraduate students. This will supplement some materials I already use. It definitely does not go into the detail that my students would need to fully operationalize some of the concepts.
Steps to Success: Crossing the Bridge Between Literacy Research and Practice is an excellent textbook for the basics of literacy particularly for the younger elementary students. read more
Steps to Success: Crossing the Bridge Between Literacy Research and Practice is an excellent textbook for the basics of literacy particularly for the younger elementary students.
Steps to Success: Crossing the Bridge Between Literacy Research and Practice maintains and unbiased stance. (However, the chapter that contained information about teen's digital literacies, Chapter10, was removed and this may be a result of the political pressure to "standardize Whiteness" as some scholars have called the literacy testing regime.)
Steps to Success: Crossing the Bridge Between Literacy Research and Practice does an excellent job of explaining how the idea of "literacy" continues to expand, Chapter 1. It also has two excellent chapters on "Word Recognition Skills" and "Language Comprehension Ability" that provide a good explanation of The Simple View of Reading. Another excellent chapter is the final chapter on "Teacher Discourses and Identities: Understanding Your Teaching Self." It provides thoughtful information and exercises that draw attention to identity performance through language.
Steps to Success: Crossing the Bridge Between Literacy Research and Practice has Learning Objectives listed prior to the body of the text to help guide the reading. Each chapter ends with questions to assist students in thinking more deeply about the information. When technical vocabulary is presented, it is given context and definition.
Steps to Success: Crossing the Bridge Between Literacy Research and Practice has consistent terminology with hyperlinks to other chapters if an idea from another chapter applies to the information being presented. One weakness overall is the presentation tends to be Anglo-centric so that ideas about multilingualism are partitioned off into Chapters 8 and 12, but this English preference is consistent throughout the text. The 5Cs of language learning are presented in Chapter 13 and these can be moved forward to situate English within a world context for a more ecological, rather than ethnocentric, perspective.
Steps to Success: Crossing the Bridge Between Literacy Research and Practice has subheadings throughout chapters to make it easier to read and understand. The text is easy to adapt to literacy courses through the selection of single chapters that are not dependent upon other chapters.
Steps to Success: Crossing the Bridge Between Literacy Research and Practice is presented in a logical and clear fashion and chapters can be taught in a different order than presented. The text has a heavy focus on elementary years and less information on the secondary years in the latter half of the book. No information is presented on adult learners which gives the impression that learning is finished upon graduation from high school. A conclusion chapter on adult learning would benefit the textbook and add to the lifespan order inherent in the organization.
Steps to Success: Crossing the Bridge Between Literacy Research and Practice has visual appeal. The graphics are kept to a minimum for ease of reading and does not complicate comprehension with busy images and sidebars. The hyperlinks are useful for visual and knowledge support.
Steps to Success: Crossing the Bridge Between Literacy Research and Practice is written in an easy-to-read style free from grammatical errors.
Steps to Success: Crossing the Bridge Between Literacy Research and Practice has a weakness of limiting information about multilingualism to a few chapters, however, this shortcoming is common in most literacy textbooks written outside the English as an Additional Language and multilingualism scholarship.
Steps to Success: Crossing the Bridge Between Literacy Research and Practice is acceptable to the "identify more (minority) children as dyslexic" movement. The Simple View of Reading aligns with the "phonics centric" researchers' ideas; but as stated above, the textbook is rather weak in recognizing and preparing teachers for supporting the increasing numbers of multilingual learners who need/want to maintain a home language while adding English as an additional language. Instructors will need to augment this area of knowledge and research.
The text covers a wide array of topics in literacy research and best practices. Even though the copyright is 2016, the text still represents most topics in more recent research. (A new edition to reflect the most recent Science of Reading research... read more
The text covers a wide array of topics in literacy research and best practices. Even though the copyright is 2016, the text still represents most topics in more recent research. (A new edition to reflect the most recent Science of Reading research would bring this text up to date.)
The content of this text is consistent with other texts in the same field. Multiple perspectives on literacy topics were provided which aids in student understanding of literacy research and instruction as a "practice". There were no evident biases noted.
Because of the organization of the text, updates to reflect the most recent research in the Science of Reading would be helpful. I intend to use this text again next year with supplements from more recent research in the field. The text cites research and practice that is still relevant for current classrooms.
This text is written in a "research journal" style which makes it challenging for undergraduate students, particularly at the beginning of their literacy coursework. However, because these students need to learn to read in this genre, it is appropriate. A glossary or supplementary material may make the text more accessible for students learning literacy jargon.
The text has multiple authors, but the voice was consistent. There were no contradictions in philosophy, but the presence of multiple perspectives.
One of the best attributes of this text is that it is available in multiple e-reader formats as well as a pdf download. It has made the implementation of the text in multiple courses for different students quite simple.
The text groups the strands of literacy into more comprehensive chapters, so while the content is present, it is sometimes difficult to find. A more detailed table of contents or index would be quite helpful. The titles of the chapters help to narrow the search for content, but more specificity would further clarify for search purposes.
I have had no issues with the text interface regardless of format.
The text is well-written with no found grammatical errors.
The text specifically included a chapter on culturally responsive teaching, English Language Learners, as well as students with different intellectual and developmental disabilities. These chapters were quite informative.
I would be interested in any supplementary materials or updates that may be made to this text for future use.
The book covers information gleaned from valid research from The National Commission on Excellence in Education, through The National Reading Panel Report, to valid current research in literacy theory and instruction. read more
The book covers information gleaned from valid research from The National Commission on Excellence in Education, through The National Reading Panel Report, to valid current research in literacy theory and instruction.
The book presents content in an accurate and extremely unbiased manner, with authors going out of their way to present both sides of controversial issues in the field.
The information presented in the book is current and up-to-date, but because the book is so strongly research based, it can easily be updated as continuing literacy research emerges.
The text is exceptionally readable and filled with real life examples, while continually including all technical/field related language and terminology.
The textbook is internally consistent, as a whole and also within chapters.
As an instructor of a number of courses in literacy development and reading/writing disabilities, this text provides multiple opportunities for me to use individual chapters or the book as a whole for my undergraduate or graduate students, as I see appropriate for our developing needs.
The book is very well organized.
I read the book in its entirety and found it to be almost totally free of issues which might confuse the reader
There were perhaps one or two minor grammatical issues, but nothing of consequence.
I thought the text was very sensitive to cultural issues and was extremely inclusive, especially when it came to student backgrounds.
Here is a review that I put together after reading the text:
"Steps to Success: Crossing the Bridge between Literacy Research and Practice" (Kristen A. Munger, ed.) was written for all preservice teachers or teachers of record who are interested in the theoretical framework behind why a subset of their students are experiencing (or are at-risk for) reading failure, as well as obtaining practical advice on how to improve their planning and instruction when working with these students.
This exceptionally readable and thought-provoking text is perfect for introductory college or university literacy courses, as it describes research-supported literacy practices that are perfectly appropriate for teachers of all students, at all ages. Each chapter includes information presented in a problem-solving format, beneficial for helping teachers improve their literacy practices when teaching typically developing readers, as well as readers with special needs. The chapters begin with an abstract and a set of learning objectives and end with questions, resources, etc., useful for instructors and course participants alike. Information is presented in a variety of interesting ways, with relevant “real life examples” with which preservice and practicing teachers can readily identify. Each chapter connects smoothly one to the other, yet each chapter could also be used on its own, as a supplement to instructor-selected readings from other sources.
The book has an extensive span from early literacy, foundations of literacy, intermediate literacy, writing, to teacher's self-identity. It has 13 chapters and incorporated most recent literature. read more
The book has an extensive span from early literacy, foundations of literacy, intermediate literacy, writing, to teacher's self-identity. It has 13 chapters and incorporated most recent literature.
The book is unbiased and except for one typo at the end of the book. Also the book is updated in 2019 but ILA just issued statements in early 2020, So this can be updated as well. It also provides detailed descriptions of activities.
The book is arranged in a logical way from research findings, to early literacy, then comprehension. Each chapter begins with a brief introduction, objectives, and by the end a summary and references. Like the editor suggested, each of the chapter can be used separately but there is also a connection between the chapters.
The text is clearly written. It is really nice that the authors in Chapter 4 and 5 used many analogies to explain the reading process. This makes it easier to understand for novice learners. Chapter 2 is a well-written as well and it focuses on a neglected area, how to help teachers to locate and identify research-based strategies. It is highly recommended but this chapter gives explicit instructions.
Each chapter in the book followed the same structure and it is easy to navigate throughout the chapter.
Each chapter is separate and can be separate to use as its own. Chapter 4 and Chapter 5 can be used together because both of them are based on the Simple View of Reading. In each chapter, the subheadings are clear and helps readers to know the topic of the paragraph. There is no enormous blocks of text in the chapter without a subheading.
The book covers a lot of areas from research-based strategies, early literacy, word recognition, comprehension, assessments, to children's literature, adolescent literature, writing and teacher's self-identity. The first few chapter of the book will be good to be used in the introductory courses in reading for preservice teachers. A few chapters at the back can be used in graduate level courses.
The text is clearly written with many internet resources linked. All the links worked so the readers can reach the additional resources without a problem.
No grammatical issues are found.
The book takes into consideration of cultural and linguistic diversity. It has one chapter on ELLs (chapter 8), one chapter on culturally responsive literacy strategies instruction (Chapter 12), and one chapter on world language and literacy learning (Chapter 13). It covers second language acquisition, and funds of knowledge to meet the needs of the current issue in education.
The authors of the book had made great to include most critical areas in the literacy field. The digital age of children's literature definitely a must-read chapter for all preservice teachers and Chapter 2 would be a good course read as well.
The text covered a wide range of topics related to literacy, but did so comprehensively for a text that might be used for an introductory course on literacy instruction. Because it was covering such a wide range, it didn't delve deeply into any... read more
The text covered a wide range of topics related to literacy, but did so comprehensively for a text that might be used for an introductory course on literacy instruction. Because it was covering such a wide range, it didn't delve deeply into any one topic, but did provide a very good overview of literacy and the many facets that need to be discussed throughout a teacher education program. I saw the first nine chapters as excellent for use in an elementary education program, while the final chapters would be good for middle and high school pre-service teachers (perhaps with chapters 8 & 9 and 14 being important for both groups).
The text used content that was very well-supported through use of citations that are important to the field of literacy education.
The text is highly relevant and provides very up-to-date information on literacy instruction, particularly coverage of the Simple View of Reading in the earlier chapters. Since there is a current emphasis on using the Science of Reading to teach pre-service teachers about literacy instruction, I found it especially helpful for providing an excellent overview. Chapters that might require frequent updating, such as the sections on technology integration, could easily be updated.
The text is very well-written throughout. It is easily accessible to pre-service and in-service teachers and the style across chapters seemed to flow well even though each was written by various authors.
The text seemed very cohesive and consistent across chapters.
I definitely found that the text could be used in smaller sections and I could see using the text split into different courses. As I noted earlier, some chapters seemed more applicable to elementary while others were better suited to secondary.
The topics throughout the text seemed to flow well throughout. Bridging the elementary and secondary sections with information on literacy for special populations was a good way to separate the two sections, but still have them flow together.
The text used excellent links to outside resources and these links seemed to work very well.
I found no significant grammatical errors in the text. It was well-written throughout.
The text seemed to be culturally sensitive throughout.
This is an excellent text to use as an overview to literacy instruction. It will be a great resource to use in literacy courses in pre-service teacher education.
This text is generally comprehensive in its coverage of literacy instruction areas (vocabulary, writing, word recognition, background knowledge, etc), developmental levels from elementary school through high school, literacy with different... read more
This text is generally comprehensive in its coverage of literacy instruction areas (vocabulary, writing, word recognition, background knowledge, etc), developmental levels from elementary school through high school, literacy with different demographics of students (including EL and special needs), and world language literacy as well as English literacy. I saw less discussion of the role of text structures in literacy, very early literacy, or instruction for low SES students. The areas that were covered (and there were many) were covered fully.
The research cited was covered accurately, with good representation of the data. The authors were also willing to present research from a number of different perspectives.
These are important topics and the book did not describe many branded approaches or things that would come and go rapidly from the field. The authors were willing to cover seminal research that was older along with the more recent research. There is a clear structure that will mean sections could be added if necessary. In fact a chapter could be inserted if the authors thought it would be helpful (and I would be glad to see one on early literacy or on text structures).
Generally the book is very readable. I appreciated a number of the chapters that had real voice to them--the authors brought some personality to the writing, not just the feel of a lit review. The only language I noted that was used without explanation/definition was the term "mini-lesson." In the writing chapter it seemed the author assumed the reader would know what a mini-lesson was or how to conduct it. The text reads smoothly and it is easy to follow where you are, even though it is a digital text.
Definitely. The approach to the research, how it is described, and what language is used is consistent throughout the book. The book is not full of jargon and uses terms clearly.
It would be easy to use a chapter or two from the book on a specific topic without using the whole text and it would be comprehensible. You could even lift a section of a chapter as they are clearly defined. The book is text heavy, but the text is clearly defined by headers.
The chapters are consistent and clear in their organization. The book is text heavy. The graphics that are included are well done and clear and enhance the text--I would like to have seen even more graphical information, particularly in the early chapters of the book. The sections of each chapter are consistent throughout.
I reviewed the PDF version of the book and had no trouble with links, charts or tables. I would have been happy to have even more graphic representations, but the mechanics of the links and moving between links and text worked well.
I found no more errors than I would in a printed text.
I did not find evidence of cultural insensitivity. I would have been glad for the book to discuss some other cultural issues such, as poverty or gender, more specifically, but there have to be parameters along the way. The book is clearly illuminating the research that has been done in the area of literacy, so there are some areas of literacy that have much less research and are not addressed as fully. That is an accurate representation of the field and of how literacy and culture have intersected.
The book is very comprehensive in covering why a topic is important and what the research says. It also includes an instructional component. I find in undergraduate classes and particularly literacy methods courses, students are eager to read about specific methods and how to implement them. This text is strong on activities and how you would conduct an activity, but I found it not quite as strong on describing specifically how you would conduct some literacy processes or structures--such as a mini-lesson, or some of the other structures the book refers to.
The assessment section discusses assessments, types of assessments, and conversations in the field about assessments, but is not as strong on situated, authentic assessments. These also potentially have less research available, which may be why they are not discussed as comprehensively.
I enjoyed this textbook and will definitely use chapters as I teach in the fall.
In this text, literacy is defined as involving reading, writing, listening, speaking, viewing and performing. My teachers often find it difficult to create a literacy lesson/unit that includes all of these aspects, especially the artistic aspects.... read more
In this text, literacy is defined as involving reading, writing, listening, speaking, viewing and performing. My teachers often find it difficult to create a literacy lesson/unit that includes all of these aspects, especially the artistic aspects. This book makes it easier for teachers to understand and include instruction/activities using this broad definition.
The text I recently used for teaching best practices in reading and social studies was not this comprehensive. I especially liked this book’s links to additional information, videos, and examples.
Adding an index for topics and another for the researchers cited would be helpful. A glossary would increase the comprehensiveness of this book. An index could include links to the text which would make it easier to locate specific topics.
I liked the inclusion of penmanship in the writing chapter “…proficient writers possess fluent handwriting skills…”p.76. Assessment of student writing would have made this chapter stronger.
I wonder if the links will be updated or reviewed on an annual or other basis. I clicked on some of these links and twice found the message “The page you are seeking is not available.”
The content is current now. Is there a plan for including new research studies, especially on how we can reduce the vocabulary/learning gaps students bring to kindergarten?
The text is easily read and follows the best practice of telling students what will be studied by opening each chapter with objectives. Each chapter ends with questions/activities that often included critical thinking at the higher Bloom levels. Many of these questions could be excellent springboards to class discussion.
The writers and editors maintained consistency and accuracy in style, terms, voice, and design.
Because each chapter can stand alone, it is an excellent resource for several courses. For example, a class focused on instructional practices in special education would find Chapter 9 very helpful. Practicing teachers would, also, find such a chapter to be informative. I will use Chapter 8 (ELL) when I supervise teachers in this field.
This text is well organized and arranged in a logical manner.
I liked the way the table of contents was linked in such a way that a reader could click and immediately access that chapter. There were helpful references in each chapter where one could click to return to additional information about a particular topic. These links are time saving and might promote a broader understanding of a topic.
I found only one typo and a couple of comma omissions: p.24, line 9 (…themselves, but…) and p.48, line 18 (…and, if asked after the flight, …)
There were some references to socio-economic differences, but not enough suggestions about overcoming the gaps caused by low SES. I would have liked more information about teaching strategies that are effective and culturally sensitive.
I plan to use this text the next time I teach a best practice course about teaching reading.
I would, also, recommend it to teachers who are required to follow a basal reading program. Combining the information in this book with school/district/basal requirements will provide teachers with understandable research to enhance such requirements.
The authors do a nice job of thoroughly covering important aspects of literacy research and how this impacts (or should impact) practice. read more
The authors do a nice job of thoroughly covering important aspects of literacy research and how this impacts (or should impact) practice.
For the most part, I feel that the content is accurate and unbiased. One area that I would like to see more discussion was in chapter 2. I understand the author’s emphasis on scientifically-based approaches and appreciated the brief discussion on how other types of research can still be important, but felt that this point of view could have been elaborated in more detail. For instance, some empirical literacy research has focused on discrete skills to such an extent that the application to real world reading and writing is dismissed. Also, I found the comments in chapter 4 about pre-reading strategies to be misleading. There are many situations when working with emergent and early readers that a picture walk or other pre-reading techniques can support students word recognition and language comprehension.
The content contained many updated references and current literacy trends. I did find one link that didn’t work (Chapter 4).
The authors did a thorough job explaining vocabulary in all chapters.
I felt the text was very consistent with the exception of Chapter 9. It was interesting that this chapter was organized around the NRP categories instead of the framework laid out previously in the text around word recognition and language comprehension. This shift made the chapter feel like an “add-on” instead of a cohesive part of the text.
It was easy to read chapters of the text in isolation, but I think it would be a stronger tool if reading many chapters together.
Very well organized.
I thought the interface was very easy to use. I especially appreciated the ability to make one click and be back at the beginning of the chapter as well as the navigation tools at the bottom of the screen to move to the previous or subsequent chapters without having to click on the menu of chapters.
I found at least one error (abstract for Chapter 8).
I appreciated the authors’ references to student culture and its impact on literacy learning throughout the text.
I thought the layout of the text was excellent, but I would have liked to see more visuals throughout the chapters (such as the figures in chapter 3).
The essential elements of literacy foundation I am seeking in a textbook, was very appropriate and concise. read more
The essential elements of literacy foundation I am seeking in a textbook, was very appropriate and concise.
The accuracy in textbook chapters were good. As we know all authors are going to share their personal opinions when writing.
The content is current with historical support for content.
I believe the clarity of the text and the "hot links" embedded in the text is a great feature for undergraduate readers.
The team did an excellent job of consistency and accuracy in style, terminology and design.
There are more reference to experts in the field (historical and current) to support all context, easy read and assignment of various chapters or entire textbook would be most helpful in future course planning.
Only change I would suggest is switching chapter 5 and chapter 6 placement... writing should follow reading as they are very closely tied together when it comes to instruction.
I am very impressed with the easy navigation of this text: click on a chapter and it opens to the exact page, click on a link within a page takes you to that website easily, back space brings you back to the textbook where you click on the chapter and you are back. Now I would prefer these links open in a new page just to save me time of having to use the scroll through the chapter and return to where I was reading at, but over all acceptable.
I did not notice any errors. I have only read through once and as such was focused on if this would fit my needs for use in my class in fall 2019.
I did not find anything negative.
I am very interested in using this book for one of my reading foundation courses in fall 2019.
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... 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 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... 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 stages of spelling development. 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, but there are references to other chapters so that the reader knows where to look for additional... 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 introduction to literacy, word-level and text-level literacy all the way to the new literacy and other... 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 in such ways that both novices and seasoned readers alike can understand and learn from the... 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 major/critical issues in literacy. There is not a glossary for the text, but this does not take away from... 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 real life examples were provided. I can see teacher candidates and in service teachers apply the... 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 literacy research and instructional practices that are fundamental to understanding the key aspects... 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 edited collection particularly appealing to educators and students alike. The chapters contained... 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 major issues in literacy. All sections of the text are well-organized, including table of contents,... 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.
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... 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.
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.
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Table of Contents
- 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
Ancillary Material
Submit ancillary resourceAbout 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
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.