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Evidence-Based Instruction in Reading: A Professional Development Guide to Family Involvement / Edition 1

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Overview

Evidence-Based Instruction in Reading: A Professional Development Guide to Family Involvement

Gay Fawcett, Nancy D. Padak, and Timothy V. Rasinski

Accessible and focused, this book offers dozens of easy-to-implement, research-based strategies teachers can use to get families involved in their child's literacy development.

Beginning with the most important research, Evidence-Based Instruction in Reading: A Professional Development Guide to Family Involvement translates proven family involvement techniques into workable strategies for fostering literacy development. An early chapter captures family involvement strategies that can be implemented at the classroom level–such as vocabulary development activities, read to your child routines, and a family involvement homework calendar. A follow-up chapter focuses on effective school-wide family involvement programs–from easy first steps to effective parent volunteer initiatives. Focused coverage includes discussion of high-impact assessment techniques, as well as conversation-starting questions that work with book clubs, professional learning communities, and professional development workshops.

"This is a great text for teachers who are trying to engage parents in supporting the literacy development of their children in home and school contexts."

— David L. Brown, Ph.D., Texas A&M University–Commerce

"This book is appealing, and I feel it would be so to teachers on all levels. I would definitely recommend it to others. Principals and other administrators would find this text extremely important in helping to promote parent involvement, which is crucial in all schools. Teachers would find it easy to use."

– Christine Frazer, Merrillville Community School (retired), Merrillville, Indiana

Gay Fawcett has been in education for over 36 years as a teacher, principal, language arts consultant, and curriculum director. She also directed Kent State University’s Research Center for Educational Technology. She currently teaches online and face-to-face courses for four major universities and provides curriculum consultation for schools and school districts. She has authored and/or co-authored more than 90 articles, books, and book chapters for educational publications including the Kappan, Educational Leadership, Language Arts, The Reading Teacher, and others. She served with Rasinski and Padak as an associate editor of The Reading Teacher. Dr. Fawcett earned a bachelor’s degree in elementary education and a master’s degree in reading from the University of Akron. She was awarded a Ph.D. in curriculum and instruction with an emphasis in literacy from Kent State University. Her dissertation on middle school literacy received three awards, including ASCD’s Outstanding Dissertation Award.

Nancy D. Padak was a Distinguished Professor of Education at Kent State University where she directed the Reading and Writing Center and taught graduate courses in literacy education. She received the honor of Kent State University Distinguished Professor. She was a part of the team that wrote the initial grant to fund the state literacy resource center at Kent State University-Ohio Literacy Resource Center (OLRC) and has been a middle school and high school classroom teacher and K--12 administrator in a large urban school district. She frequently works with teachers and has written or edited a dozen books and more than 100 scholarly articles. Nancy is a past College Reading Association President and a former Editor of The Reading Teacher and the Journal of Literacy Research.

Timothy V. Rasinski is a Professor of Education in the Department of Teaching, Leadership, and Curriculum Studies. He teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. Dr. Rasinski is past editor of The Reading Teacher and is currently an editor for the Journal of Literacy Research. He has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association. He earned bachelor degrees in economics and education at the University of Akron and the University of Nebraska at Omaha. His master's degree in special education also comes from the University of Nebraska at Omaha. Dr. Rasinski was awarded the Ph.D. from The Ohio State University.

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Editorial Reviews

From the Publisher

The scholarship is great, especially, the research that focuses on the benefits of parent involvement and home influences on children’s literacy development.

– David L. Brown, Ph.D., Texas A&M University—Commerce

This is a great text for teachers who are trying to engage parents in supporting the literacy development of their children in home and school contexts.

– David L. Brown, Ph.D., Texas A&M University—Commerce

This text is well written and student-friendly. Additionally, it contains innovative strategies for getting parents and teachers involved in collaboratively supporting children’s development. The major concepts are grounded in historical and contemporary research on family literacy. Finally, the resources for teachers and parents are excellent.

– David L. Brown, Ph.D., Texas A&M University—Commerce

This book is appealing, and I feel it would be so to teachers on all levels. I would definitely recommend it to others. Principals and other administrators would find this text extremely important in helping to promote parent involvement, which is crucial in all schools. Teachers would find it easy to use.

– Christine Frazer, Merrillville Community School (retired), Merrillville, Indiana

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Product Details

  • ISBN-13: 9780132875424
  • Publisher: Pearson
  • Publication date: 10/22/2012
  • Series: Evidence-Based Instruction in Reading Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 176
  • Product dimensions: 7.20 (w) x 9.00 (h) x 0.30 (d)

Meet the Author

Gay Fawcett has been in education for over 36 years as a teacher, principal, language arts consultant, and curriculum director. She also directed Kent State University’s Research Center for Educational Technology. She currently teaches online and face-to-face courses for four major universities and provides curriculum consultation for schools and school districts. She has authored and/or co-authored more than 90 articles, books, and book chapters for educational publications including the Kappan, Educational Leadership, Language Arts, The Reading Teacher, and others. She served with Rasinski and Padak as an associate editor of The Reading Teacher. Dr. Fawcett earned a bachelor’s degree in elementary education and a master’s degree in reading from the University of Akron. She was awarded a Ph.D. in curriculum and instruction with an emphasis in literacy from Kent State University. Her dissertation on middle school literacy received three awards, including ASCD’s Outstanding Dissertation Award.

Nancy D. Padak was a Distinguished Professor of Education at Kent State University where she directed the Reading and Writing Center and taught graduate courses in literacy education. She received the honor of Kent State University Distinguished Professor. She was a part of the team that wrote the initial grant to fund the state literacy resource center at Kent State University-Ohio Literacy Resource Center (OLRC) and has been a middle school and high school classroom teacher and K-12 administrator in a large urban school district. She frequently works with teachers and has written or edited a dozen books and more than 100 scholarly articles. Nancy is a past College Reading Association President and a former Editor of The Reading Teacher and the Journal of Literacy Research.

Timothy V. Rasinski is a Professor of Education in the Department of Teaching, Leadership, and Curriculum Studies. He teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. Dr. Rasinski is past editor of The Reading Teacher and is currently an editor for the Journal of Literacy Research. He has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association. He earned bachelor degrees in economics and education at the University of Akron and the University of Nebraska at Omaha. His master's degree in special education also comes from the University of Nebraska at Omaha. Dr. Rasinski was awarded the Ph.D. from The Ohio State University.

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Table of Contents

Series Introduction: Evidence-Based Instruction in Reading: A Professional Development Guide

The National Reading Panel Report

Professional Development in Literacy

Using the Books

Introduction to Family Involvement in Children's Reading

Until You Read to Me by Brod Bagert

Chapter 1

Family Involvement: What Does the Research Tell Us?

History of Family Involvement in Schools

Benefits of Family Involvement

Do Some Parents Just Not Care?

Respecting Family Literacies

Own Our Autobiographies

Conclusion

Book Club: Professional Development

Chapter 2

Strategies for Family Involvement at the Classroom Level

Criteria for Choosing Effective Home Literacy Activities

Parents as Role Models

The Importance of Conversations with Children

Vocabulary Development Activities

Read to Your Child

Taking Advantage of Time Together

Paired Reading

Partner Reading

Readers Theater

A Routine for Parental Help with Reading

Parental Involvement with Children's Writing

Family Involvement Homework Calendar

Conclusion

Book Club: Professional Development

Chapter 3

Strategies for Family Involvement at the School-Wide Level

Effective School-Wide Family Involvement Programs

Easy First Steps

Dealing with Challenging Parents

The Foundation of Effective School-Wide Family Involvement Programs

Choosing Content for Your School-Wide Family Involvement Program

Successful School-Wide Programs You Can "Borrow"

Effective Parent Volunteer Programs

Overcoming Obstacles to Family Involvement

Conclusion

Book Club: Professional Development

Chapter 4

Assessing Family Involvement Programs

Big Ideas of Assessment

Assessing the Level of Family Involvement

Assessing the Impact of Family Involvement

Assessing Your Volunteer Program

Parents’ Self-Assessment

Conclusion

Book Club: Professional Development

Chapter 5

Resources for Teachers and Parents

Book Club: Professional Development

Appendix A

Book Club Ideas

Appendix B

Culturally Responsive Interview

Appendix C

Stages of Developmental Spelling

Appendix D

Role Play: Dealing with Challenging Parents

Appendix E

Assumptions about Family Involvement

Appendix F

Traveling Tales Instruction

Appendix G

Carousel Meeting Strategy

Appendix H

Revisiting Your Beliefs

Appendix I

Notes

References

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