Promoting Literacy in Grades 4-9: A Handbook for Teachers and Administrators / Edition 1by Karen Wood
Pub. Date: 01/18/2000
Publisher: Pearson Education
Finally there exists a book that addresses grades four through eight exclusively! Beginning in the intermediate grade years and continuing on through the middle grades both the nature of literacy concerns and the nature of students change dramatically. It is at this time that school textbooks and other literacy tasks expand and broaden, so too do the development… See more details below
Finally there exists a book that addresses grades four through eight exclusively! Beginning in the intermediate grade years and continuing on through the middle grades both the nature of literacy concerns and the nature of students change dramatically. It is at this time that school textbooks and other literacy tasks expand and broaden, so too do the development concerns for young adolescents. Promoting Literacy in the Intermediate and Middle Grades is designed as a reference for pre-service and practicing classroom teachers in all subject areas of these grade spans as they take on increased responsibility for introducing, developing and maintaining literacy skills and abilities as well as establishing and maintaining classroom climates that promote and nurture students' literacy. Promoting Literacy in the Intermediate and Middle Grades provides up-to-date research on a wide range of literacy concerns and then translates that research into practice through a series of chapters that focus on specific literacy issues. The text covers a wide range of topics of interest, from the role of the principal and what makes an effective literacy program, to specific characteristics of this age group (who they are) to instructional strategies for meeting their needs in the classroom (how to teach them). Well-known experts from the field of literacy education and intermediate and middle grades education have contributed chapters in their areas of expertise. The chapters are short, yet comprehensive, are reader friendly and reflect the most current thinking in the field. Most of the chapters include easy to follow sample lessons and classroom or school applications. This book isencyclopedic in nature, in that it contains a broad spectrum of topics that can be read cover to cover or used as a reference guide on issues of particular interest. For anyone interested in intermediate and middle school literacy.
- Pearson Education
- Publication date:
- Product dimensions:
- 7.05(w) x 9.21(h) x 0.85(d)
Table of Contents
I. THE LITERACY PROGRAM IN THE INTERMEDIATE AND MIDDLE GRADES.
1. Dr. Nancy Farnan of San Diego State University, The Role of the Teacher
in the Literacy Program.
2. Dr. Dana L. Grisham, Dr. Diane Lapp,
and Dr. James Flood of San Diego State University,The Role of the Principal
in the Literacy Program.
3. Dr. K. Denise Muth and Dr. Shawn M. Glynn of University of Georgia, The Role of the Literacy Specialist.
4. Dr. David W. Moore of Arizona State University West, Settings for School Literacy Programs.
5. Dr. Timothy Rasinski of Kent State University and Dr. Gay Fawcett of Summitt County (Ohio) Educational Service Center, Encouraging Family Involvement in the Intermediate and Middle Grades.
6. Dr. Laurie Stowell of California State University, San Marcos, Building Alliances, Building Community, Building Bridges through Literacy.
7. Dr. Sharon O'Neal Director of English, Language Arts and Reading\Texas Education Agency and Dr. Barbara Kapinus of WESTAT Corporation, Standards in the Middle: Moving beyond the Basics.
II. LITERACY AND THE INTERMEDIATE AND MIDDLE SCHOOL LEARNER.
8. Dr. Judith Irvin and Susan E. Strauss of Florida State University, Developmental Tasks of Early Adolescence:
The Foundation of an Effective Literacy Learning Program.
9. Dr. Linda B. Gambrell, Ann J. Dromsky and Susan Anders Mazzoni of University of Maryland, Motivation Matters: Fostering Full Access to Literacy.
10. Dr. Tom Liner Dougherty of County PublicSchools, Georgia, and Dr. Deborah Butler of Wabash College, "You Want to Read What?" Giving Students a Voice in Their Own Literacy and in the Literacy Program.
11. Dr. Bob Algozzine, Dr. John Beattie, Dr. Bob Audette, and Monica Lambert of University of North Carolina at Charlotte, Students with Learning Disabilities and Literacy Issues.
12. Dr. Josefina Villamil Tinajero and Dr. Sandra Hurley of University of Texas at El Paso, Exemplary Schooling for Intermediate and Middle School Students Acquiring English.
13. Dr. Shelagh A. Gallagher of University
of North Carolina at Charlotte, Language Arts Adaptations: Fitting Literacy
to Linguistically Gifted Learners.
III. PROMOTING LITERACY IN THE CLASSROOM: RESEARCH INTO PRACTICE.
14. Dr. Jeanneine P. Jones of University of North Carolina at Charlotte, Interdisciplinary Units: An Introduction into Integrated Curriculum in the Intermediate and Middle School.
15. Dr. Karen Bromley of Binghamton University, Integrating Language Arts
with the Content Areas.
16. Dr. Karen D. Wood and Dr. William Dee Nichols of University of North Carolina
at Charlotte, Helping Struggling Learners Read and Write.
17. Dr. Miriam G. Martinez of University of Texas at San Antonio, Dr. Nancy L. Roser and Susan Strecker of University of Texas at Austin, Using Picture Books with Older Children.
18. Dr. Charles Temple of Hobart and William Smith College, Spelling in the Middle.
19. Dr. Patricia M. Cunningham of Wake Forest University, The Big Words for Big Kids: The Morphology Link to Meaning and Decoding.
20. Dr. Nancy L. Roser and Susan Strecker of University of Texas at Austin and Dr. Miriam G. Martinez of University of Texas at San Antonio, Literature Circles, Book Clubs, and Literature Discussion Groups: Some Talk about Book Talk.
21. Dr. Robert J. Rickelman of University of North Carolina at Charlotte and Robert M. Caplan of Tapp Middle School, Georgia, Technological Literacy in the Intermediate and Middle Grades.
22. Dr. Diane Lapp and Dr. James Flood of San Diego State University and Wendy Ranck-Buhr of San Diego Unified School District, Visual Literacy: Some Important Considerations for Tomorrow's Classrooms.
23. Dr. Paul Cantu' Valerio and Dr. John E. Readence of University of Nevada at Las Vegas, Promoting Independent Study Strategies in the Classrooms of the Twenty-first Century.
24. Dr. Dera Weaver and Dr. Donna Alvermann of University of Georgia, Critical Thinking and Discussion.
25. Dr. Debra Bayles Martin of San Diego State University and Dr. James V. Hoffman of University of Texas at Austin, The Enhanced Concerns Framework: A Helpful Heuristic for Working with Middle School Writers.
26. Dr. Patricia Douville and Dr. Janet Finke of University of North Carolina at Charlotte, Literacy as Performance: The Power of Creative Drama in the Classroom.
27. Dr. Cathleen D. Rafferty of Indiana State University, Preparing Intermediate and Middle Grades Students to Be Document Literate.
28. Dr. Jeanne R. Paratore of Boston University and Dr. Rachel L. McCormack of Plymouth Massachusetts Public Schools, Responding to Research in Grouping: Flexible Grouping in the Middle Grades.
29. Dr. Roger Farr of Indiana State University, Literacy Assessment: What Should We Use?
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