Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning

by Douglas Fisher, Nancy Frey, John Hattie

Overview

Ensure students demonstrate more than a year’s worth of learning during a school year

Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his 15 years of research, identifying instructional routines that have the biggest impact on student learning, to literacy practices. These practices are “visible” because their purpose is clear, they are implemented at the right moment in a student’s learning, and their effect is tangible.

Through dozens of classroom scenarios, learn how to use the right approach at the right time for surface, deep, and transfer learning and which routines are most effective at each phase of learning.

Product Details

ISBN-13:	9781506332352
Publisher:	SAGE Publications
Publication date:	04/12/2016
Series:	Corwin Literacy
Edition description:	First Edition
Pages:	216
Product dimensions:	7.30(w) x 9.10(h) x 0.70(d)

About the Author

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, Instructional Strategies that Move Learning Forward: 30 Tools that Support Gradual Release of Responsibility, and Welcome to Teaching!

Nancy Frey is a Professor in Educational Leadership at San Diego State and a teacher leader at Health Sciences High and Middle College. She is a credentialed special educator, reading specialist, and administrator in California. She is a member of the International Literacy Association’s Literacy Research Panel. Her published titles include 50 Strategies for Activating Your PLC+, The Illustrated Guide to Visible Learning, Welcome to Teaching Multilingual Learners, Teaching Foundational Skills to Adolescent Readers, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance.

John Hattie, Ph D, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn; Visible Learning for Mathematics, Grades K-12; and 10 Mindframes for Visible Learning.

Table of Contents

List of Videos
Preface
Acknowledgments
Chapter 1. Laying the Groundwork for Visible Learning for Literacy
The Evidence Base
Meta-Analyses
Effect Sizes
Noticing What Works
Learning From What Works, Not Limited to Literacy
Teacher Credibility
Teacher–Student Relationships
Teacher Expectations
General Literacy Learning Practices
1. Challenge
2. Self-Efficacy
3. Learning Intentions With Success Criteria
Conclusion
Chapter 2. Surface Literacy Learning
Why Surface Literacy Learning Is Essential
Acquisition and Consolidation
Acquisition of Literacy Learning Made Visible
Leveraging Prior Knowledge
Phonics Instruction and Direct Instruction in Context
Vocabulary Instruction
Mnemonics
Word Cards
Modeling Word Solving
Word and Concept Sorts
Wide Reading
Reading Comprehension Instruction in Context
Summarizing
Annotating Text
Note-Taking
Consolidation of Literacy Learning Made Visible
Rehearsal and Memorization Through Spaced Practice
Repeated Reading
Receiving Feedback
Collaborative Learning With Peers
Conclusion
Chapter 3. Deep Literacy Learning
Moving From Surface to Deep
Deep Acquisition and Deep Consolidation
Deep Acquisition of Literacy Learning Made Visible
Concept Mapping
Discussion and Questioning
Close Reading
Deep Consolidation of Literacy Learning Made Visible
Metacognitive Strategies
Reciprocal Teaching
Feedback to the Learner
Conclusion
Chapter 4. Teaching Literacy for Transfer
Moving From Deep Learning to Transfer
Types of Transfer: Near and Far
The Paths for Transfer: Low-Road Hugging and High-Road Bridging
Setting the Conditions for Transfer of Learning
Teaching Students to Organize Conceptual Knowledge
Students Identify Analogies
Peer Tutoring
Reading Across Documents
Problem-Solving Teaching
Teaching Students to Transform Conceptual Knowledge
Socratic Seminar
Extended Writing
Time to Investigate and Produce
Conclusion
Chapter 5. Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not Work
Determining Impact
Preassessment
Postassessment
Responding When There Is Insufficient Impact
Response to Intervention
Screening
Quality Core Instruction
Progress Monitoring
Supplemental and Intensive Interventions
Learning From What Doesn’t Work
Grade-Level Retention
Ability Grouping
Matching Learning Styles With Instruction
Test Prep
Homework
Conclusion
Appendix: Effect Sizes
References
Index