By Lesley Mandel Morrow, Linda B. Gambrell, Jennifer Renner Del Nero, Nell K. Duke
A extremely popular instructor source and commonly followed textual content, this publication is grounded in present wisdom approximately literacy educating and studying in grades PreK–8. The field's top professionals current obtainable techniques for most sensible practices that may be adapted to slot particular school room conditions and scholar populations. supplied are concepts for assisting all scholars succeed—including suffering readers and English language learners—and for instructing all the significant parts of literacy. The ebook additionally addresses how one can set up guideline and cutting edge makes use of of expertise. Chapters comprise concrete examples, Engagement actions, and assets for additional learning.
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Extra resources for Best Practices in Literacy Instruction, Fourth Edition
The chapter concludes with a discussion of the “best practices” components surrounding classroom-based assessments. PART IV. PERSPECTIVES ON SPECIAL ISSUES In Chapter 14, Douglas Fisher and Nancy Frey delve into best practices surrounding content-area literacy. The chapter opens with the realization that, although reading for information is vital in secondary classrooms, many “good” readers struggle with content-area text comprehension. The authors discuss probable causes for this phenomenon, such as utilizing reading techniques better suited for narrative texts.
Labbo is Professor Emerita in the Department of Language and Literacy Education at the University of Georgia, Athens, and continues to teach graduate courses on media in literacy education, new literacies, theoretical models of the reading process, and early childhood literacy education. She has received several grants and awards, including an American Library Association Award for an Outstanding Academic Book of the Year, the Edward Fry Book Award from the National Reading Conference, the Phi Delta Kappa Faculty Research Award, the Ira Aaron Award for Teaching Excellence and Collegiality, and a National Science Foundation grant.
Bromley discusses topics such as grammar, spelling, conventions, and specific student populations within this framework. The majority of the chapter details evidence-based best practices for writing instruction that include developing a context for writing, successful integration of technologies, ideas for explicit instruction, and assessment measures. Bromley concludes by looking toward the future of writing instruction and its implications. Peter Afflerbach, Jong-Yun Kim, Maria Elliker Crassas, and Byeong-Young Cho take up the discussion of literacy assessment in Chapter 13.